Investigation of mothers perspective on the child from different generations

Investigation of mothers perspective on the child from different generations | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Investigation of mothers perspective on the child from different generations Asude Bayram, Fatma Elif Ergin This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6734418/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 13 You are reading this latest preprint version Abstract Generations consisting of individuals with a common understanding and sense of life have their own unique behaviours, and these characteristics are also reflected in their maternal roles The perspective on the child, which is shaped by various factors, affects the methods of child-rearing employed by mothers and their attitudes and behaviours towards their offspring. The aforementioned information serves as the foundation for this study, which aims to examine the perspective of BB, X, Y and Z generation mothers towards their children. The research is designed within the framework of explanatory sequential mixed design. The study group consisted of 583 mothers. In the study, mothers' perspectives on the child were evaluated quantitatively using the "Assessment Tool of Beliefs about Children". Subsequently, a total of 12 mothers were randomly selected from the study group, with 3 mothers from each generation. Interviews were conducted with mothers regarding their perceptions and perspectives on motherhood and childhood. The Chi-Squared Automatic Interaction Detection analysis method was employed for the quantitative analysis of the study data. Qualitative data were analysed using the content analysis method. The findings of the research indicated that mothers' perspectives on the child is generation based. This study elucidates generational differences by understanding the maternal perspectives of different generations on their children, and provides information that will contribute to the development of more conscious strategies for parenting approaches. Social science/Education Social science/Development studies Mother Perspective Child Child development Generation Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction The “generation” term is employed to describe individuals who were born about the same time, who are about the same age, who have experienced the same events (Parry & Urwin, 2011) and who share common values and lifestyles (Mercan, 2016; Okçu, 2023; Taş & Kaçar, 2019). In litrature, there are differences in definition of the term “generation” and the way generations have been dated (Metin & Kızıldağ, 2017; Oh & Reeves, 2014). In this study, those born between 1945 and 1964 were identified as Baby Boomers (Lazoğlu et al., 2022), whereas the ones born between 1965 and 1980 were categorised as Generation X (Altuntuğ, 2012). Furthermore, those were born between 1981 and 1994 constituted Generation Y, while individuals born after 1995 were designated as Generation Z (Mercan, 2016; Alp & ark., 2019; Keleş, 2013). The BB, which laid the foundations of today’s technological, economic, cultural and social structure, and took its name from the rapid population growth that occurred after the end of the Second World War (Kupperschmidt, 2000) consist of people who are devoted to their work, ambitious, idealistic, loyal, optimistic and harmonious (McCrindle, 2006). Generation X, which consists of individuals who are eager to learn throughout their lives (Smola & Sutton 2002), open to innovations and change, who can easily change jobs (Twenge & ark., 2010), and who are autonomous and flexible (Kupperschmidt, 2000). On the other hand, the generation Y growing up in an era of rapid technological advancements (Hume, 2010), is often described as a social group of individuals who are highly self-confident (Twenge & Campbell, 2008), collaborative, resilient, and keenly aware of the importance of personal growth (Smola & Sutton 2002). The Z generation, born into an era of rapid social and technological change (Hume, 2010; McCrindle, 2006), use technological devices intensively (Batu & Tos 2022), have virtual friends, and have developed their knowledge in digital rather than their social environments (Batu & Tos 2022; Williams & Page, 2011). The concept of generation encompasses similarities in experiences of common events rather than historical intersections (Lazoğlu et al., 2022; Okçu, 2023) (for example; concepts such as earthquakes, epidemics and pandemics hold significant personal meanings for individuals of Generation Z due to their considerable impact on their lives). The occurrence of common events experienced by individuals from the same generation has a profound impact on their lifestyle, perspective on events, attitudes and thoughts (Oh & Reeves, 2014; Sümer et al., 2024). The thought patterns of individuals in different generations influence their attitudes and behaviours (Karaman, 2019; Varnum & Grossmann, 2017). Consequently, an individual's lifestyle, shaped concurrently with their religious practices, actions and perspectives, influences the social structure of the era in which they live (Crow, 2008; Okucu, 2020). Those who were born and raised in the same era tend to share a collective identity shaped by their shared experiences (Batu ve Tos, 2022), despite potential differences (Okçu, 2023). This shared identity serves as a strong unifying force among them. From this bond, similarities emerge in their thoughts, feelings and behaviours (Karaman, 2019). Studies conducted indicate that social changes leed to diversities in maternal roles and child perception (Batu & Tos, 2022; Gillies, 2008; Kearney et al., 2011). The slowing down in population growth, the internet's significant role in our lives, and the changes in the time parents spend with their children have led to differences in the perception of children and education methods in society (Çelik & Çat, 2018). Although intergenerational differences have been a topic of discussion for centuries, contemporary studies place particular emphasis on the divergence between the younger generation (Crow, 2008) and preceding ones, and the implications of these differences (Oh & Reeves, 2014; Okçu, 2023). It is postulated that the similarities between members of a generation may influence the role of motherhood and the perception of the child. The adult's view of the child has a significant impact on the adult's attitude towards the child (Hawkes, 2008; Şanlı & Öztürk, 2012). An accurate definition of the child, established in the individual's mind, improves the quality of the relationship with the child (Batu & Tos, 2022; Tezel Şahin & Özyürek, 2008). If a person cannot make this definition correctly, it may lead to situations such as the child developing the belief that it is normal to sit still for long periods of time like an adult without moving, and reacting as if there is a problem if he does not sit (Lazoğlu et al., 2022). A number of factors such as the culture of the society (Belli et al., 2021; Dong et al., 2018), geographical location, technological developments, historical events, level of education (Tudge et al., 2000), age (Batu & Tos, 2022), personal characteristics (Tezel Şahin & Özyürek, 2008), gender and past experiences (Balasar, 2019; Hawkes, 2008), influence the child's perspective (Raffertya & Griffin, 2010). Attitudes formed according to perspectives have a profound influence on the individual’s entire life course, beginning from childhood and becoming the basis for subsequent development (Belli et al., 2021; Şanlı & Öztürk, 2012). A mother's perspective on her child has a significant impact on the formation of the child's personality, values, social behaviours, and his/her role in social life (Şanlı & Öztürk, 2012). The child in turn, creates an internal representation of how his mother defines him/her (Angley et al., 2015), based on the messages he/she receives from her attitudes towards him, which subsequently shapes his/her behaviour accordingly (Hawkes, 2008). A review of the literature on the subject revealed a multitude of studies that employed a generational approach. These studies differed in their focus, examining a range of topics including childhood perception (Çelik & Çat, 2018; Önder Erol & Aloğlu 2017; Tan, 2019), career expectations (Metin & Kızıldağ, 2017), work motivations (Alp et al., 2019; Taş & Kaçar, 2019), religious beliefs (Okcu, 2020), food consumption (Okat et al., 2021), work-life balance (Akoğlu & Eroğlu, 2019), consumption habits (Altuntuğ, 2012; Mercan, 2016), communication (Kavut, 2015), gender and parenting roles (Paçacıoğlu, 2018; Belli et al., 2021) and parenting attitudes (Batu & Tos, 2022; Karaman, 2019; Lazoğlu et al., 2022; Şanlı & Öztürk, 2012; Tezel Şahin & Özyürek, 2008). Balasar's (2019) study, for instance, explored the perspectives of adults in Ankara on childhood in relation to the aforementioned variables. However, no study has been identified that examines the perspectives of mothers from different generations in Turkey on their children. The objective of this study is to examine the perspectives of mothers from different generations (BB, X, Y and Z) on their children. The objective was to answer the following research questions in this context: 1. What are the perspectives of mothers from different generations on the child? Different generations of mothers; What are the negative perceptions of the child? What are their beliefs about the glorified child? What is the perspective of the child who is considered to be inadequate? What are their beliefs about the nature of the child? 2. What are the perceptions of mothers from different generations regarding motherhood and childhood? Method A range of techniques must be employed to address the intricate nature of social phenomena (Byrne & Humble, 2007). In this study, the open-sequential mixed method which offers a comprehensive view of qualitative and quantitative approaches, was employed. In this approach, quantitative data are collected and subjected to analysis, initially. Subsequently, qualitative data are incorporated to facilitate a more comprehensive understanding of the findings (Malina et al., 2011). The objective of this study was to assess whether the child's perception differed according to the generation of the mother. In this regard, the perspectives of mothers belonging to the BB, X, Y and Z generations on the child were examined. Study Group The quantitative data were collected between April and July 2023 by viewing internet forms and via traditional face-to-face surveys. The study group consisted of 583 mothers with Turkish nationality, who volunteered to participate in the quantitative part of the research. Of these, 61 were BB, 300 were X, 175 were Y and 47 were Z. Qualitative data were obtained from a total of 12 mothers, 3 from each generation, randomly selected from the ‘quantitative data’ group. Upon examination of the descriptive statistics pertaining to the variables under investigation, it was found that approximately 95% of the participants were married. When the birth year of the individuals is examined, 51.5% of the mothers are Generation Y, born between 1981 and 1994. It was further established that %37,7 of the mothers had bachelor's degree. 42% of the mothers participated in study had two children, whereas 86,8% were grandmothers. Materials The quantitative data for the study were obtained using the Assessment Tool of Beliefs about Children and the Personal Information Form. To obtain qualitative data, eight questions prepared by the researchers were sent for expert opinion. The content validity of the questions was calculated in the guidance of the feedback from eight experts. The content validity ratio (CVR) and the content validity index (CVI) were determined as 0.750 and 0.937, respectively. If the calculated CGI value is greater than the CGI value, it is understood that the items have content validity. (Batdı, 2013; Lawshe, 1975; Yeşilyurt & Çapraz, 2018). The qualitative research questions that had sufficient coverage were arranged in line with expert opinions and their final version was obtained. Assessment Tool of Beliefs about Children The inventory developed by Avcı and Kunt in 2018 was updated by Avcı, Kunt and Pektaş in 2022. The Assessment Tool of Beliefs about Children is a reliable instrument comprising 53 items and 4 sub-dimensions that reflect adults' existing understanding of children and childhood. The 18-item Negative View of Children sub-dimension includes negative thoughts about children that cause negative feelings in adults when they are present; the 13-item Inadequate Child sub-dimension includes inadequacies that see the child as underdeveloped and dependent on adults; the 12-item Exalted Child sub-dimension includes positive characteristics that are exaggerated beyond normal; and the 10-item Belief in the Nature of the Child sub-dimension includes the idea that the child is a participant who can make decisions about his or her own life. In the aforementioned scale, participants are required to select the adjectives that they associate with the concept of a "child." Personal Information Form The Personal Information Form developed by the researchers enabled the acquisition of data regarding the participants’ marital status, year of birth, education status, employment status and profession, income level, number of children they have, whether they had any grandchildren, and the individuals who had assisted the mothers in child’s upbringing. Data Analysis The quantitative data from the study were analysed using the CHAID (Chi-squared Automatic Interaction Detection) method. CHAID analysis, developed by Kass (1980), is one of the data mining methods and is an exploratory statistical method that divides the data into the most appropriate sections/clusters using the chi-square statistic (SPSS, 2012). CHAID analysis is employed to ascertain the interrelationships between a dependent variable and multiple independent variables simultaneously. The variables that best predict the dependent variable are selected, and the data is divided into subgroups according to these variables (Kass,1980. The powerful algorithm of CHAID analysis enables the analysis of all scale types (interval, ratio, classification) simultaneously, obviating the need for parametric test assumptions (Avşar & Tavşancıl, 2014; Avşar & Yalçın, 2015; Horner et al., 2010). Each of the four dimensions of the Assessment Tool of Beliefs about Children, "negative beliefs about the child", "glorified child", "positive belief in the nature of the child" and "incompetent child", represents a distinct belief or perspective. Consequently, a CHAID analysis was conducted on each dimension, with the objective of identifying the variables that explain the aforementioned beliefs and perspectives. A content analysis was conducted on the qualitative data, with codes created in light of the information obtained. This method enabled the data contained in the participant statements to be revealed. Results Findings of the CHAID Analysis Negative Beliefs about the Child The decision tree resulting from the CHAID analysis regarding the negative beliefs about the child, showing that the average negative beliefs score towards the child was 0.093, is presented in Figure 1. It was found that the variable that best explained the mothers' negative beliefs towards the child was the "number of children" (F(1, 581)=13.597; p<.05). Two nodes were identified in relation to the number of children variable: "one child" and "more than one child". The average of mothers in the single child node was 0.066. In contrast, the average of mothers in the "more than one child" node was relatively higher at 0.105. Mothers in this node constituted 69% of the study population. In other words, having more than one child is the most definitive variable in having a negative view about a child. Place Figure 1 about here. The variable that explains the negative beliefs of mothers, who have more than one child, towards the child is the status of having a grandchild (F (1, 400) =6.065; p<.05). The average negative beliefs about the child in the node formed by those with grandchildren was obtained as 0.140. In the node formed by those who did not have grandchildren, the average negative beliefs the child was 0.098, which was lower than that of those who had grandchildren. Approximately 57% of the mothers was located in this node. The CHAID analysis revealed that those who had grandchildren had more negative beliefs regarding the child. The CHAID analysis yielded an overall classification accuracy of 98%. The misclassification rate was 1.4% using the re-substitution technique and 1.5% using cross-validation. It might therefore be stated that the classification accuracy achieved was indeed a high ratio. Furthermore, it was established that the variables included in the CHAID analysis accounted for approximately 4% of the negative beliefs about the child. Glorified Child The decision tree resulting from the CHAID analysis regarding the glorified child dimension, showing that the average score of mothers who espouse the belief in a glorified child is 0.529, is presented in Figure 2. The analysis indicated that the most significant predictor of mothers’ beliefs about the glorified child was the variable “marital status” (F (1, 581) = 4.720, p < 0.05). The marital status variable is represented by two nodes. The categories were "married" and "single." The mean score for the single node was 0.411. Whereas, the average of mothers in the married node was higher, with a value of 0.536 obtained. The mothers in this node were 94.9% of the total. In other words, the married status of mothers is the most effective variable in influencing the belief in a glorified child. Place Figure 2 about here. The variable status of having grandchildren is a significant factor on beliefs of married mothers about the glorified children (F(1, 551)=4.452; p<.05). Among those with grandchildren, the average belief in glorified children was 0.610. In contrast, among those without grandchildren, the average belief in glorified children was 0.526, which is lower than among those with grandchildren. Approximately 83.7% of the study group was located in this node. Furthermore, the determining variable in the node of the mothers who do not have grandchildren to have a belief in a glorified child, is the year of birth (F(1, 486)=6.972; p<.05). Regarding the year of birth variable, two nodes were obtained, "Generation BB and X" and "Generation Y and Z". The mean of the glorified child belief of mothers of Generation Y and Z was determined to be 0.549, which was higher than the other node. Furthermore, 59.2% of the sample is located in this node. According to the results of the CHAID analysis, it was observed that mothers of Generation Y and Z had a higher belief in glorified children. The results of the CHAID analysis were subjected to a classification accuracy test utilising the resubstitution technique and cross-validation technique. The misclassification rate was found to be 9.1% when applying the resubstitution technique and 9.6% with cross-validation. Both techniques demonstrated an approximate 90% success rate in classifying the data correctly. Therefore, it can be concluded that classification accuracy has indeed high ratio. Furthermore, it was established that the variables included in the CHAID analysis accounted for 3% of the cases where a glorified child belief was present, in instances where a negative beliefs towards the child was evident. Incompetent Child The result of the CHAID analysis concerning incompetent child size is displayed in Figure 3, showing that the average score of mothers with incompetent child belief was 0.319. The analysis revealed that the most significant predictor of mothers' beliefs about incompetent children is the birth year of the mother (F(1, 581)=8.467 p<.05). Two nodes are related to the variable representing the year of birth, the generations in question were designated as "Generation BB and X" and "Generation Y and Z." The mean score for mothers in the BB and X generation node was 0.288. The determining variable of mothers in this node having beliefs about incompetent children was the number of children (F(1, 220)=12.435 p<.05). The number of children was represented by two nodes, the categories were "two children or less" and "more than two children". The mean of the incompetent child belief of mothers with two or less children was 0.246, being lower than those with more than two children. Furthermore, it can be observed that 22.3% of mothers are on two-child or fewer-child nodes. On the other hand, we observed that the variable that determined the belief in incompetent children of individuals in the Y and Z generation node was the mother’s level of education (F(1, 359)=12.960 p<.05). The education level of individuals can be divided into two categories, the two categories are "secondary school or below" and "above secondary school". The mean incompetent child belief average of mothers who graduated from secondary school was 0.353, which was higher than those mothers who did not complete secondary school. Nevertheless, 53% of mothers have obtained a secondary school diploma or higher. Place Figure 3 about here. The CHAID analysis was employed to assess the classification accuracy of the resubstitution and cross-validation techniques. Consequently, the misclassification rate was calculated as 3.9% according to the resubstitution technique, while it was 4.1% according to the cross-validation technique. In both cases, approximately 96% of the data was correctly classified. Consequently, it can be stated that the classification has high ratio of accuracy. Furthermore, it was established that the variables included in the CHAID analysis accounted for 6% of the cases of incompetent child beliefs. Positive Belief in the Nature of the Child The decision tree resulting from the CHAID analysis regarding the positive belief in the child's nature dimension is presented in Figure 4, showing that the average score of mothers who positive believe in the nature of the child was 0.435. It has been demonstrated that the variable that best explains mothers' positive beliefs in the nature of the child was "birth year" of the mother (F(1, 581)=6.646 p<.05). Two nodes were identified with regard to the birth year variable, namely "Generation BB and X" and "Generation Y and Z". The average positive belief in the nature of the child among mothers belonging to Generation Y and Z was found to be 0.456. This node accounts for 61.9% of the total study population. Whereas, the mean value of positive beliefs about children among mothers the generation "BB" and categorised as generation "X" was observed to be 0.400. It was also found that the variable determining the positive beliefs of Generation "BB" and Generation "X" mothers about the nature of the child was whether they had a grandchild (F(1, 220)=5.765 p<.05). Two categories were obtained for this variable, namely "yes" and "no". The average positive belief in the nature of the child among mothers with grandchildren was 0.463, which was higher than the average of the group without grandchildren. The data indicates that 12.2% of the participants were mothers with a grandson. Place Figure 4 about here. The CHAID analysis was employed to assess the resubstitution technique and the cross-validity technique. Consequently, the rate of misclassification was 6.4% in comparison to the resubstitution technique, while 6.6% was obtained in comparison to the cross-validation technique. The data was correctly classified by both techniques in approximately 93% of cases. Consequently, it can be suggested that the accuracy of classification has a high ratio. Furthermore, it was demonstrated that the variables included in the CHAID analysis account for 2% of the respondents' positive beliefs regarding the nature of the child. Thus, 15% of the beliefs and perspectives related to the child could be explained by the variables determined using the CHAID analysis. The aforementioned variables encompass the number of children, the status of having a grandchild, the marital status, the year of birth, the number of children, and the level of education. Findings of the Interviews with Mothers In this section of the study, interviews with mothers from the BB, X, Y and Z generations were evaluated. The questions asked to the mothers were analysed separately, with the responses examined and codes created. The tables present examples of the codes from each generation, as well as the discourse of the mothers. Table 1 presents the data from mothers from different generations on how they defined motherhood. Place Table 1 about here. The question allows to examine the various aspects of motherhood and maternal role. The focus was put on how participants define the concept of motherhood and what this word brought to their minds. Sacrifice and dedication code involves the mother's sacrifice for her children, and the code of love and compassion involves the deep love and compassion of the mother for her children. The responsibility and guidance code encompasses the maternal guidance provided to the offspring(s), as well as the fulfillment of their responsibilities, whereas the emotion code encapsulates the inner feelings and the natural maternal instincts. The experience code encompasses the experiences of the mother and learning encounters, while the holiness code encompasses the value system associated with the values of motherhood possesses and its sacred duty. Upon analysis of Table 1, it is evident that the definitions those mothers were primarily related themselves with were the codes of love and compassion which were followed by the code of sacrifice and dedication. While Generation Z, X and BB mentioned motherhood as an experience once, Generation Y did not mention it at all. Table 2 presents data from mothers of different generations in regard to the question "What kind of mother do you define yourself to be?". This question, which covers various aspects of motherhood experiences, explores how individuals define themselves as mothers. The focus is on the emotions experienced by mothers, their responsibilities and the general characteristics of motherhood experience. The emotional code is characterised by the mother's emotional attachment to her children. The diligent and hardworking code is exemplified by the mother's fair treatment of her children and her own diligence and hard work. The relevant code is that the mother is a relevant mother who empathises with her children. The tolerant and moderate code is characterised by the mother's patience, tolerance and moderate approach to her children. The cold code is characterised by the mother's maintenance of a distant and boring relationship with her children. Place Table 2 about here. When Table 2 is examined, it is seen that mothers define themselves most as diligent and hard-working, followed by tolerant and moderate. While the generation Y and Z do not define themselves emotional, the BB and X generations do recognise themselves as emotional mothers. Among generation groups the generation Y mothers were the ones who saw themselves as altruistic, mostly. While the generation of X, Y and Z defined themselves as sharing, the BB generation mothers did not. Table 3 presents the data of mothers from different generations on the question of “how they define their children”. This question prompts mothers to reflect on their own definitions of their children and the characteristics that come to mind when they think about their children. The difficult code is encompasses a multitude of behaviours, including those associated with disobedience, anger, obstinacy, distress, food choices, impulsivity, discipline, planning and perfectionism. The positive code is characterised by the child's polite, naive, well-intentioned, good-natured, honest, equitable, resourceful and meticulous qualities. Place Table 3 about here. As Table 3 presents, mothers tend to perceive their children as emotional and sensitive, followed by difficult, good, social-human, and compassionate. While generation Y and Z mothers did not describe their children as generous and loving, it is noteworthy that generation BB and X mothers described their children as generous and loving. The majority of BB generation mothers described their children in terms of their positive attributes. Only mothers belonging to Generation Y described their children as adventurous, while only mothers belonging to the Baby Boomer generation described th eir children as self-centered. Table 4 presents data from mothers from different generations whom the question "When you look back, do you have an attitude or behaviour you would like to have done differently in your process of raising your child?" was posed to. This question focuses on the attitudes and behaviors that mothers wish they had done differently during the process of child rearing. The Anger Management and Sensitivity Code encompasses the mother's desire to act more sensitively and to control their anger and demonstrate patience. The Mother-Child Interaction and Time-Spending Code covers the mother's desire to spend more time with their children, communicate and interact with them. The code of independence and support encompasses the mother's desire to facilitate their children's autonomy, encourage independent decision-making, and grant greater freedom. The code of tolerance and flexibility encompasses the mother's desire to demonstrate greater understanding of their children's missteps, exhibit greater tolerance, and adopt a more flexible approach. The code of love and expression encompasses the mother's desire to express their love for their children in a more explicit manner. Place Table 4 about here. Table 4 presents that mothers want to behave differently in the field of anger management and sensitivity in the process of raising their children, followed by tolerance and flexibility. Regarding the code of love and expression in the process of raising their children; while Generation Y and Z mothers have no regrets, it is noteworthy that Generation BB and X mothers want to act differently on this issue. Generation Y mothers are the ones who mostly want to act differently in the field of anger management-sensitivity in the process of raising their children, whereas Generation X mothers want to behave differently in the field of tolerance-flexibility in the process of raising their children. Table 5 presents data on the attitudes and behaviours of mothers from different generations when raising their children. This question focuses on the attitudes and behaviours that mothers are pleased to have displayed during the child-rearing process. The Communication Code refers to the mother's communication with their children, including spending time and playing games. The Border Code concerns the mother's setting of certain limits to their children. The Code of Love encompasses the mother's love for her children, which is expressed through feelings and care. The Information and Logical Approach Code refers to the mother's information about child development and the non-application of pedagogical approaches to ensure conscious awareness. The Family Support Code encompasses the mother's support from domestic relations to raise their children and strengthen family ties. Finally, the Care Code encompasses the mother's care in providing their children with healthy eating habits and care about clothing. Place Table 5 about here. Table 5 reveals that mothers are gratified by their actions in the realms of information-consciousness and logical approach in child-rearing, followed by their actions in the domain of communication. While the behaviour of BB generation mothers regarding love and parenting their children is perceived by them as satisfactory, it is noteworthy that mothers from the X, Y and Z generations do not mention this issue. While mothers belonging to the X and Baby Boomer generations do not mention family support, mothers belonging to the Y and Z generations express satisfaction with the support they receive from their families for their children. Y and Z generation mothers do not cite satisfaction regarding childcare, whereas Boomer and X generation mothers indicate satisfaction with their childcare attitudes. In Table 6, the younger generation of mothers were asked to indicate the amount of time they spend with their child during the day, while the older generation of mothers were asked to indicate the time they spend with their child who is younger than 18 years of age. This question covers the time spent by mothers with their children engaged in activities. The reason for not asking the question for a specific period is that the children of mothers in different generations are in different stages of development. Consequently, it is anticipated that the most prominent period in the mother's mind will be identified. Place Table 6 about here. Analysis of Table 6, highlights that the activities engaged in by different generation mothers and their children typically extend from one to approximately three hours. Notably, however, there are no instances of BB mothers involved in these group. It is noteworthy that the mothers who do almost no activity are the X and BB generation mothers, while Z and Y generation mothers definitely have spend time. Table 7 presents data on the activities of mothers of different generations during time spent with their children. Mothers in the younger generation were asked to describe their activities during the period they spent with their children during the day, whereas mothers in the older generation were asked to recall their activities during the period they spent with their children before they reached 18 years of age. This question concerns the activities engaged in by mothers with their children during the day. The chat code represents the mother engaging in conversation with her children and other forms of communication. The reading and study code encompasses the mother reading books with her children and studying with them. The game-playing code encompasses the mother engaging in artistic pursuits with her children, such as painting and playing games. The travel code represents the mother walking with her children to various locations, including the park, to observe nature and appreciate the beauty of the natural world. The housework code encompasses activities such as baking and pastry-making, as well as general kitchen tasks and housework, including the unloading of the machine. The code pertaining to worship involves the mother and her children engaging in prayer and other forms of spiritual interaction within the family unit. The code pertaining to the viewing of television and videos encompasses the mother and her child watching humorous videos, films and television series together. Finally, the maintenance and nutrition code encompasses the mother's personal care, including eating and feeding with her child, having breakfast, eating fruit and drinking tea. Place Table 7 about here. In Table 7, we observed that mothers spent the most time playing games and going out with their children, followed by caregiving and feeding. It is noteworthy that Generation X mothers mention spending time with their children in worship and watching TV and videos, whereas other generations do not mention these activities. Generation Y mothers mention reading books and studying with their children, while other generations did not refer to this code. It has been found that Generation Z mothers spent the most time playing games with their children, while Generation Y and Baby Boomer mothers went out with their children. Table 8 presents data from mothers from different generations regarding the question "What are your expectations from your child as a mother?" This question covers the expectations of mothers of their own children. The code for good character and behaviour reflects mothers' expectations for their children to be sensitive. The code for religious and moral values reflects mothers' expectations for their children to lead a life consistent with their faith and uphold moral values. The code for happiness and health reflects mothers' expectations for their children to be happy, healthy, and peaceful. The code for communication and visitation reflects mothers' expectations for their children to engage in communication, visitation, and maintain family unity. The code for independence and trust reflects mothers' expectations for their children to establish their own lives, be independent, and feel secure. Place Table 8 about here. Table 8 suggests that the moral character and conduct were the code in which mothers had the most elevated expectations in their children. While Mothers Z and Y did not explicitly mention happiness and health in their expectations, this was a topic that was addressed by Mothers X and BB. The Z and BB generation mothers did not discuss religious and moral values when they expressed their expectations of children. In contrast, 83% of mothers Y and X did discuss these values. The majority of mothers belonging to the X generation had expectations of their children in terms of independence and trust. Conversely, the BB-generation mothers had the most expectations of communication and visits. Conclusion and Discussion Today’s world is characterised by rapid technological changes, leading to significant shifts in lifestyles (Crow, 2008; Varnum & Grossmann, 2017). These changes also influence perspectives, behaviours and attitudes (Karaman, 2019; Oh & Reeves, 2014). The mother-child relationship is particularly affected by this rapid change. This study investigates the differing perspectives of mothers from different generations on children. The study demonstrated that mothers’ perceptions of children exhibit variation based on generational affiliation. Previous studies have also demonstrated that individuals from different generations exhibit disparate perceptions of children (Çelik & Çat, 2018; Şanlı & Öztürk, 2012). It has been determined that mothers mostly have the ‘glorified belief’ in children, followed by ‘positive belief in the nature of the child’. It has been observed that mothers have the incompetent child faith and negative perspective, the least. The same ranking was obtained in Balasar's study (2019), which examined the views of adults on children. Similarly, in a study conducted by Batu and Tos (2022), it was found that parents had a positive perception regarding their children. Our research reveales that mothers' views of the child are influenced by a number of factors, including generation, number of children, grandchildren, marital status and education level. The variable that best explains mothers' negative perspectives towards their children is the "number of children." Our data demonstrated that mothers with only one child and those who have grandchildren tend to hold more negative views towards their children. Given that mothers with grandchildren are typically of an older generation, it has been observed that the tendency of BB mothers to describe their children as self-centred parallel with this finding. We postulate that this outcome is attributable to the fact that mothers tend to have high expectations and that mothers with only one child might have high expectations of their offspring and experience greater disappointment in the event of any failure on the part of the child. Given that the BB generation has a parenting style characterised by high expectations and that these mothers are more rigid and disciplined in terms of social norms and values, it is thought that the past experiences of mothers with grandchildren lead to a negative perspective. It has been established that the marital status of mothers is the most influential variable in the belief of idealised child. It has been observed that married mothers with grandchildren exhibit a higher degree of belief in idealised children. Given that mothers with grandchildren belong to an older generation, the fact that BB and X generation mothers in interviews describe their children as generous and loving, and especially BB generation mothers define their children with context related to goodness, lends support to this data. It is postulated that married mothers' more idealised perspective towards their children may be attributable to family values, and that having grandchildren may encourage the definition of children with positive qualities. It has been found that the variable that best explains mothers' belief in insufficient children is " birth of year of the mother". It has been established that mothers belonging to Generation Y-Z, particularly those with educational qualifications beyond middle school, exhibit a higher degree of belief in the insufficiency of children. This finding demonstrates that education exerts a pervasive influence on all aspects of life (Shapiro et al., 2024; Tezel Şahin & Özyürek, 2008). A study by Yılmaz and Ülker (2018) revealed that the variables of education and age affect women's parenting roles. In a study by Şanlı and Öztürk (2012) examining the factors affecting mothers' child-rearing attitudes, it was stated that younger mothers have higher expectations of their children. It is thought that Generation Y and Z mothers' perception of inadequate children originates from the modern education system in which they were brought up, alongside with their increasing levels of education, nurturing a more critical outlook. The study present BB and X generation mothers with more than two children to have higher beliefs in insufficient children compared to BB and X generation mothers with only one child. This situation can be attributed to the parallel rise in responsibilities and expectations due to the increase in the number of children. It has been demonstrated that the birth year is the most significant factor in determining mothers' beliefs about their child's nature. Mothers belonging to Generation Y and Z exhibit a greater degree of conviction regarding their child's inherent characteristics. Qualitative evidence from interviews with Generation Y mothers who describe their children as adventurous and active also supports this finding. This phenomenon may be explained by the tendency of younger generations to raise their children in a more free and independent manner. Mothers from Generation BB and X who do have grandchildren were found to hold stronger beliefs in their children's nature compared to those who do not. Grandmothers may reinforce their beliefs about their children's nature based on their observations on the relations between their own children and grandchildren. It is postulated that these experiences influence the formation of beliefs regarding the child's nature. While generations Z, X, and BB refer to motherhood as an experience, generation Y does not. This finding is consistent with findings in the literature (Batu & Tos, 2022). The lack of association between motherhood and experience among Generation Y can be attributed to their reliance on digital sources for knowledge, which they readily access through the internet. This has led to a shift in the perception of motherhood, which is now viewed as a learned concept rather than an experiential one. Mothers belonging to Generation BB and X describe themselves as emotionally driven, whereas mothers belonging to Generation Z, Y, and X describe themselves as sharers. This finding is consistent with the findings of Batu and Tos (2022). The perception of Generation Y mothers as the most self-sacrificing aligns with the existing literature, suggesting that Generation Y parents are willing to make any sacrifice in order to raise their children in the best possible way (Hershatter & Epstein, 2010). Another study has indicated a strong correlation between parenthood and the concept of sharing (Fox & Hoy, 2019). Generation BB and X mothers, who emphasise emotional attachment and family roles, may describe themselves emotional due to their upbringing in a more traditional way and with family-focused values. The self-perception of Generation Z, Y, and X mothers as collaborative may be attributed to contemporary parenting approaches and social changes, which have led to more egalitarian and interactive relationships with their children. Mothers belonging to Generation Y and Z have been observed not to express regret regarding their approach to love and expression in the process of raising their children. In contrast, mothers belonging to Generation BB and X express a desire to behave differently in this regard. This phenomenon may be explained by the upbringing of Generation Y and Z mothers in an environment that encourages open communication and freedom in emotional expression. In contrast, regrets among Generation BB and X mothers may stem from being raised in a more restrictive environment with limited emotional expression. Generation Y mothers, in particular, have the desire to behave differently in the areas of anger management and sensitivity during the process of raising their children. This desire among Generation Y mothers may be attributed to their higher standards in parenting roles and tendencies towards perfectionism. A study by Şanlı and Öztürk (2012) found that young mothers aged 23-30 in those years exhibited fewer positive behaviours, aligning with the current study's findings, considering that these mothers belonged to Generation Y. Additionally, Rafferty and Griffin (2010) reached a similar conclusion. It is noted that Generation X and BB mothers desire to behave differently in the areas of tolerance and flexibility in the process of raising their children. This desire may be attributed to the fact that the Generation X and BB generations have historically employed a more rigid parenting style and are now willing to change these approaches. Indeed, this data aligns with the notion that Generation X mothers base their parenting on gentleness (Güler, 2007). Şanlı and Öztürk (2012) also found that as educational levels increase, overly protective attitudes decrease. A comparison of the educational levels of Generation BB and X mothers with those of younger generations revealed that they have lower levels of education (Erol & Aloğlu, 2017). This finding is consistent with the current study's observations. Mothers belonging to Generation BB express satisfaction with their behaviour regarding affection while raising their children. This is likely due to their perception that they demonstrate sufficient love for their offspring as a result of their more traditional parenting approach. In contrast, mothers from Generations X, Y, and Z have been observed to refrain from addressing this issue, potentially because they perceive showing affection as a natural and anticipated aspect of contemporary parenting. Generation X and BB mothers do not to mention intra-family support, whereas Generation Y and Z mothers have expressed satisfaction with the support they receive from their families. The study by Batu and Tos (2022) lends further support to these findings, suggesting that Generation Z mothers anticipate support from their extended families, thereby reinforcing the continued significance of such familial networks in the context of modern lifestyles. Furthermore, it would appear that these generations require greater familial support throughout the parenting process. The fact that Generation X and BB mothers did not mention family support may be attributed to their adoption of a more independent parenting approach or their perception of this support as a natural occurrence. Mothers belonging to Generation Y and Z have not expressed satisfaction with regard to childcare. On the other hand, mothers belonging to the BB and Generation X cohorts have expressed satisfaction with their attitudes towards childcare. This discrepancy is thought to be attributable to the traditional parenting roles and responsibilities embraced by BB and Generation X. The lack of emphasis on childcare by Generation Y and Z can be explained by the perception in modern parenting that childcare is seen as a more collective and sharing process. Furthermore, childcare services are being more readily accessible is thought to be a contributing factor. Our data show that the majority of activities mothers with their children engaged in typically last between approximately one and three hours. None of the BB mothers were identified in this group. It is notable that mothers belonging to the X and BB generations are more likely to be the ones least engaged in activities with their children, whereas mothers from the Z and Y generations are observed to consistently prioritize activities with their children. It is idea that the minimal time spent or lack of activities by BB and X generation mothers is a consequence of their engagement in domestic tasks and traditional gender roles. Mothers belonging to the X generation report engaging in activities such as worship and watching TV and videos during their time with their children. These activities are not mentioned by mothers belonging to other generations. Mothers belonging to the Y generation report engaging in activities such as reading books and studying with their children, which are not mentioned by other generations. Lazoğlu et al. (2022) identify the Y generation as mothers who engage in research, reading, and an interest in education. The study revealed that Z generation mothers engage in the most gaming activities with their children, while Y and BB generation mothers are more likely to take their children out. The X generation's inclination towards more indoor activities, as evidenced by their preference for activities such as worshiping and watching TV with their children, can be explained by their generational characteristics. The Y generation's engagement in activities such as reading books and studying with their children reflects their emphasis on education and knowledge. The high rate of Z generation mothers playing games with their children indicates that they prioritize their children's need for entertainment and play. While Generation Z and Y mothers do not explicitly mention happiness and health in their expectations, Generation X and BB mothers do expect their children to be happy and healthy. This connection is thought to be related to the focus of X and BB generation mothers on fundamental and universal values. In expressing their expectations of their children, Z and BB generation mothers do not mention religious and moral values, whereas 83% of Y and X generation mothers do. This suggests that Y and X generation mothers are more closely aligned with social and cultural values. The highest expectation among X generation mothers is for their children to demonstrate independence and confidence, while BB generation mothers primarily expect their children to communicate with them and visit them. This finding is corroborated by the findings of the study conducted by Çelik and Çat (2018). The emphasis of X generation mothers on individual freedom and personal achievement is reflected in their expectations for their children to become independent and confident individuals. It is postulated that the expectation of BB generation mothers to spend more time and maintain regular communication with their children is driven by their desire to enrich their social lives, meet their emotional support needs, and provide with trust and support. Practical Implications The data obtained indicate the influence of social and cultural dynamics on parenting practices, thereby providing a foundation for future research, applications, and policies. The study provides a robust basis for future qualitative and quantitative research. The findings permit researchers to conduct more detailed and focused studies examining parenting approaches among mothers in different socio-economic and cultural contexts. The data can inform the development of educational policies and parenting education programmes. Educators and policymakers can develop targeted programmes to meet the needs of parents, thereby creating a more effective and supportive environment for child development. The study also offers valuable insights for family counselling and support services on how to adapt services according to the needs of different generations of mothers. Family counsellors can provide more effective counselling and support services by considering the intergenerational differences among parents and their impact on parenting practices. The perspectives of mothers from different generations can guide the development of social policies and societal support mechanisms. Policymakers can design social services and programmes that are tailored to the needs of different generations in order to enhance the well-being of children and families. This study also provides valuable insights for professionals engaged in child development and psychological support. By elucidating and addressing intergenerational differences among mothers, more efficacious interventions and support programmes can be devised to meet the emotional and psychological needs of children. The study presents significant means in our understanding of mothers' perspectives on their children and provides valuable insights for future research, policies, and practices. The findings contribute to the development of more informed and effective strategies at both societal and individual levels by highlighting intergenerational differences in parenting approaches. Limitations Due to the increasing age of becoming parents in today's society, it has been difficult to reach Generation Z mothers. Health issues due to old age limited data collection from Generation BB mothers. Consequently, fewer Generation Z and BB mothers were included in the study compared to X and Y generations. It is important to note that the study was conducted with Turkish mothers, and that cultural and regional differences may have an influence on the results. Last but not least, qualitative data were obtained from only three representatives of each generation. Future Directions It is recommended to expand the participant size to include mothers from a more diverse socio-economic and cultural backgrounds in order to enhance the generalisability of the findings in future studies. It would be beneficial to conduct longitudinal studies on mothers' perspectives towards their children. Such studies will assist in the comprehension of changes and trends over time. Comparative analyses among different generations will assist in the comprehension of the distinctive characteristics and parenting styles of each generation. It is anticipated that these recommendations will facilitate the development of future studies that are based on more robust foundations and provide more comprehensive insights into mothers' perspectives on children. Declarations Competing interests: The authors declare no competing interests. Data availability: The datasets generated and analysed during this study are not publicly available due to ethical constraints. Participants were not asked to give consent for public data sharing at the time of collection. However, anonymised data may be made available upon reasonable request. Ethical statements: The study was conducted in accordance with the Declaration of Helsinki and approved by the scientific board of the Social and Human Sciences Ethics Committee of Ankara Yıldırım Beyazıt University (AYBÜ) on 17 March 2023 (Number: 2023/41). Informed consent: The survey data included in this study were collected face-to-face and via the online survey platform Google Forms from April 4, 2023 to July 26, 2023. Informed consent was obtained through an explanation embedded in the beginning of the survey. In the first part of each survey, participants were informed about who conducted the study, the scope of data use, the confidentiality and anonymity of the information provided, and the voluntariness of their participation. Participants were required to read this information before proceeding to the survey and continue if they approved. Therefore, the data for this study were obtained with the consent of the participants. In particular, participants were assured that their anonymity and confidentiality would be strictly protected without collecting personally identifiable information. At the same time, all participants were informed that their responses would be used only for academic purposes and that the dataset would be handled and stored by the authors without any risk. Participants were fully informed that participation was completely voluntary. Consent covers participation in the study and the use of the collected data for research purposes. In addition, this study did not include any vulnerable individuals or minors. This study did not involve any intervention and therefore posed no risk to the participants The interviews were conducted via online platforms (Zoom/Google Meet) between July 3-14, 2023. Participants were verbally informed before each interview. The information included the purpose of the study, voluntariness, that the interview would be recorded, anonymity and data use. Participants gave verbal consent before the interviews began. Reason for verbal consent: The interviews were conducted online and some participants encountered restrictions on signing or uploading written consent forms. Author Contribution All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by A. B. and F. E. E.. The first draft of the manuscript was written by A. B. and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. References Akoğlu, D., & Eroğlu, Ş. G. (2019). X ve Y kuşaklarının iş-yaşam dengelerinin demografik faktörler açısından incelenmesi. Osmaniye Korkut Ata Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 3 (2), 221-243. Alp, G. T., Tuncer, A. D., Sulaiman, S. A., & Güngör, A. (2019). Çalışma hayatında Y ve Z kuşağının motivasyonel farklılıkları. Proceedings on 2nd International Conference on Technology and Science , 803-810. Altuntuğ, N. (2012). 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Journal of Behavioral Studies in Business , 11 , 1-17. Yeşilyurt, S., & Çapraz, C. (2018). Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 251-264. https://doi.org/10.17556/erziefd.297741 Yılmaz, H., & Ülker, M. (2018). Kadınlarda çocukluk dönemi mutluluk anıları ile ebeveynlik rollerine ilişkin kendilik algısı. Manas Sosyal Araştırmalar Dergisi, 7 (1), 47-57. Tables Table 1 . Mothers' perceptions of motherhood across different generations Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Sacrificial and Selfless 2 20 3 33 2 25 2 18 Motherhood demands selflessness and compassion. (8) / Motherhood is sacrifice. (9) Loving and Compassionate 3 30 3 33 2 25 3 27 Love, tenderness and a sweet tiredness. (4) / Love without limits. (5) Responsible and Guiding 1 10 1 11 1 13 2 18 The most difficult and at the same time the most beautiful responsibility in worldly life. (3) / In a way, it is guidance and education. (9) Emotional 1 10 1 11 1 13 1 9 Every woman has someone around her who says: "You'll understand when you become a mother". This feeling that everyone says cannot be understood without experiencing it... (3) Experiential 1 10 0 0 1 13 1 9 Moments spent lovingly with your child. (1) Sacred 2 20 1 11 1 13 2 18 Motherhood is a sacred duty. (1) Total 10 100 9 100 8 100 11 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 2 . Mothers' own perceptions of motherhood across different generations Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Sharing 1 11 1 7 1 5 0 0 I see myself as a sharing mother. (1) Selfless 0 0 3 21 2 11 1 8 I think I am self-sacrificing in my own way... my sacrifice knows no bounds. (5) Affectionate 1 11 2 14 2 11 1 8 I believe I am loving and affectionate towards children. (9) Struggling 1 11 0 0 2 11 1 8 I have struggled a lot as a mother. (2) Trying to compensate 0 0 1 7 1 5 1 8 I am a mother who corrects mistakes; I try not to repeat the wrong experiences I had with my first child with my second. (4) Emotional 0 0 0 0 2 11 2 15 I am a very emotional mother. (11) Diligent-Hardworking 3 33 2 14 3 16 1 8 I am a rather hardworking mother. (2) / I am a mother who wants to do a lot... (8) Caring 0 0 2 14 1 5 2 15 I am a mother who tries to be involved in everything with my children. (6) Tolerant-Moderate 2 22 1 7 2 11 2 15 I am a tolerant mother; I can take it easy, even if they say something to me. (12) Inadequate-Deficient 0 0 1 7 1 5 2 15 I am a somewhat inadequate mother. (7) / I tried to handle it this way because I couldn't keep up. (11) Cold 1 11 1 7 2 11 0 0 I can be a bit dominant... boring and rule-oriented. (5) / I am a little distant from my children. (8) Total 9 100 14 100 19 100 13 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 3 . Mothers' perceptions of children Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Sociable- outgoing 1 20 1 7 1 10 2 13 I can say that my son is sociable. (3) / My youngest son gets along with everyone. He dives into everything and talks to everyone. (11) Compassionate 0 0 2 14 1 10 2 13 My eldest child is very compassionate and merciful. I see his compassion particularly in his interactions with the elderly and children. (4) Intelligent-smart-logical 1 20 1 7 1 10 1 6 He is very intelligent, clever... (1) Emotional- sensitive 1 20 2 14 2 20 1 6 ... very emotional, very thoughtful, enjoys kissing, loving, reflecting emotions. (5) Cautious 0 0 2 14 0 0 1 6 He is cautious, doesn't go into strangers' laps, doesn't smile until he feels safe. (4) Generous 0 0 0 0 1 10 1 6 My youngest son is very generous... (10) Loving 0 0 0 0 1 10 1 6 They love to love... (7) Cute- innocent 1 20 2 14 1 10 0 0 ...cute and very innocent. (2) / Both of them are angels in my eyes. (5) Adventurous 0 0 2 14 0 0 0 0 My little child is very adventurous... (4) / Whereas my youngest son is hyperactive... (6) Self-centered 0 0 0 0 0 0 2 13 My eldest son is very selfish and self-centered... (10) / ... is a bit self-centered. (11) Difficult 1 20 1 7 1 10 2 13 ... has a bit of a temper, gets angry quickly, and is stubborn. (4) Good 0 0 1 7 1 10 3 19 ... I have righteous, merciful, honest, giving, tolerant, and just children. (7) Total 5 100 14 100 10 100 16 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 4 . Attitudes and behaviours that mothers wish they had done differently in the process of raising their children Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Anger management- sensitivity 1 33 3 50 2 20 1 17 I could have been a calmer mother, more in control of my anger. (4) Interaction- socializing 1 33 1 17 2 20 1 17 I couldn't sit and spend quality time holding my children as much as I would have liked. (11) Independence- supportive 0 0 2 33 2 20 1 17 I would have liked to raise my children in a more independent family... (8) / ... if we hadn't interfered and directed too much. (10) Tolerance- flexibility 1 33 0 0 3 30 2 33 I always fed them myself so they wouldn't spill and make a mess. (6) Love and expression 0 0 0 0 1 10 1 17 I would have liked to kiss them a lot. I wished I had the freedom to show my love abundantly. (7) Total 3 100 6 100 10 100 6 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 5 . Attitudes and behaviours that mothers are happy to have adopted in the process of bringing up their children Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Communication 2 40 2 33 0 0 2 25 I always talked to them... before going out, I told them what they could take. (5) Boundary 0 0 1 17 1 20 1 13 We had certain boundaries regarding electronic devices, clothing, behavior, and places they could go. I am pleased with how they have been raised within these parameters. (9) Love 0 0 0 0 0 0 2 25 I always loved them, I was a giving mother. (12) Conscious approach 2 40 2 33 3 60 1 13 I read many books to learn pedagogical information for them, and I continue to read. (4) Family support 1 20 1 17 0 0 0 0 ...my greatest blessing is always having the love of my mother and then of my other loved ones on us. (3) Care 0 0 0 0 1 20 2 25 Until my children grew up, one would feed on their father's lap and the other on mine. I raised chubby, beautiful, and healthy children. (10) Total 5 100 6 100 5 100 8 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 6 . Special activity hours mother-child Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Almost none 0 0 0 0 1 33 1 33 We couldn't do things together. We were always separate. (7) 1-3 hours 2 66 2 66 2 66 0 0 Because I am a housewife, we don't spend much time together, I can say about 3 hours. (1) Always 1 33 1 33 0 0 2 66 We were always together. There were no aunts or grandmothers nearby. (12) Total 3 100 4 100 3 100 3 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 7 . Mother-child activities Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Chatting 1 20 2 15 1 14 0 0 When they come home from school, we chat together and review the day. (5) Reading books-studying 0 0 2 15 0 0 0 0 I read them stories. We do their homework together. (4) Playing games 3 60 2 15 1 14 1 13 We play games like hide and seek, play-dough. (1) Going out, strolling 1 20 3 23 0 0 3 38 We used to finish our tasks and say, "Let's go out." We used to go out with the kids 1-2 days a week. (11) Household chores 0 0 2 15 0 0 2 25 ...I ask them to hand me the plates and forks when emptying the machine. (4) Worship, prayer 0 0 0 0 1 14 0 0 During the day, we gather together at prayer times and pray together with the children. (9) Watching TV and videos 0 0 0 0 3 43 0 0 We watch funny videos about cats, we can watch a movie chosen by him. (8) Care and nutrition 0 0 2 15 1 14 2 25 I was washing them in the basin on winter days. (10) / ...he would say I would not eat, I would convince him as if we were playing, I would wait for him to eat. (12) Total 5 100 13 100 7 100 8 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Table 8 . Mothers' expectations of their children Codes Z-F % Y-F % X-F % BB-F % Sample Discourses Good character-behavior 2 50 3 43 3 27 0 0 I expect them to be considerate, ethical, sharing, and to exhibit good behavior. (1) Religious-moral values 0 0 3 43 2 18 0 0 I want them to be worthy servants of Allah. (4) / I want to raise a child suitable for the Islamic religion. (5) Happiness-health 0 0 0 0 2 18 1 25 I want them to be happy, peaceful, healthy in their homes and nests; I want nothing else. (12) Communication-visit 2 50 0 0 1 9 2 50 I want them to come and visit us occasionally with laughter, love, willingly, and with longing. (11) Independence-confidence 0 0 1 14 3 27 1 25 I am a housewife, I especially want my daughter to take her bread, work, and study. (5) Total 4 100 7 100 11 100 4 100 Note. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100. Additional Declarations No competing interests reported. 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1","display":"","copyAsset":false,"role":"figure","size":64514,"visible":true,"origin":"","legend":"\u003cp\u003eVariables explaining negative beliefs about the children\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6734418/v1/b8bfe3939fb28ea90d8815df.png"},{"id":93240636,"identity":"67d539c6-1d9b-4eae-8468-1a9147543ca9","added_by":"auto","created_at":"2025-10-10 14:46:43","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":76717,"visible":true,"origin":"","legend":"\u003cp\u003eVariables explaining glorified belief in children\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6734418/v1/62ded8ceaacf57ece727c609.png"},{"id":93242567,"identity":"cfe26e1a-8a2b-4685-881a-0388ad97b103","added_by":"auto","created_at":"2025-10-10 14:54:43","extension":"png","order_by":3,"title":"Figure 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In litrature, there are differences in definition of the term \u0026ldquo;generation\u0026rdquo; and the way generations have been dated (Metin \u0026amp; Kızıldağ, 2017; Oh \u0026amp; Reeves, 2014). In this study, those born between 1945 and 1964 were identified as Baby Boomers (Lazoğlu et al., 2022), whereas the ones born between 1965 and 1980 were categorised as Generation X (Altuntuğ, 2012). Furthermore, those were born between 1981 and 1994 constituted Generation Y, while individuals born after 1995 were designated as Generation Z (Mercan, 2016; Alp \u0026amp; ark., 2019; Keleş, 2013).\u003c/p\u003e\n\u003cp\u003eThe BB, which laid the foundations of today\u0026rsquo;s technological, economic, cultural and social structure, and took its name from the rapid population growth that occurred after the end of the Second World War (Kupperschmidt, 2000) consist of people who are devoted to their work, ambitious, idealistic, loyal, optimistic and harmonious (McCrindle, 2006). Generation X, which consists of individuals who are eager to learn throughout their lives (Smola \u0026amp; Sutton 2002), open to innovations and change, who can easily change jobs (Twenge \u0026amp; ark., 2010), and who are autonomous and flexible (Kupperschmidt, 2000). On the other hand, the generation Y growing up in an era of rapid technological advancements (Hume, 2010), is often described as a social group of individuals who are highly self-confident (Twenge \u0026amp; Campbell, 2008), collaborative, resilient, and keenly aware of the importance of personal growth (Smola \u0026amp; Sutton 2002). The Z generation, born into an era of rapid social and technological change (Hume, 2010; McCrindle, 2006), use technological devices intensively (Batu \u0026amp; Tos 2022), have virtual friends, and have developed their knowledge in digital rather than their social environments (Batu \u0026amp; Tos 2022;\u0026nbsp;Williams \u0026amp; Page, 2011).\u003c/p\u003e\n\u003cp\u003eThe concept of generation encompasses similarities in experiences of common events rather than historical intersections (Lazoğlu et al., 2022; Ok\u0026ccedil;u, 2023) (for example; concepts such as earthquakes, epidemics and pandemics hold significant personal meanings for individuals of Generation Z due to their considerable impact on their lives). The occurrence of common events experienced by individuals from the same generation has a profound impact on their lifestyle, perspective on events, attitudes and thoughts (Oh \u0026amp; Reeves, 2014;\u0026nbsp;S\u0026uuml;mer et al., 2024). The thought patterns of individuals in different generations influence their attitudes and behaviours (Karaman, 2019;\u0026nbsp;Varnum \u0026amp; Grossmann, 2017). Consequently, an individual\u0026apos;s lifestyle, shaped concurrently with their religious practices, actions and perspectives, influences the social structure of the era in which they live (Crow, 2008; Okucu, 2020). Those who were born and raised in the same era tend to share a collective identity shaped by their shared experiences (Batu ve Tos, 2022), despite potential differences (Ok\u0026ccedil;u, 2023). This shared identity serves as a strong unifying force among them. From this bond, similarities emerge in their thoughts, feelings and behaviours (Karaman, 2019).\u003c/p\u003e\n\u003cp\u003eStudies conducted indicate that social changes leed to diversities in maternal roles and child perception (Batu \u0026amp; Tos, 2022; Gillies, 2008; Kearney et al., 2011). The slowing down in population growth, the internet\u0026apos;s significant role in our lives, and the changes in the time parents spend with their children have led to differences in the perception of children and education methods in society (\u0026Ccedil;elik \u0026amp; \u0026Ccedil;at, 2018). Although intergenerational differences have been a topic of discussion for centuries, contemporary studies place particular emphasis on the divergence between the younger generation (Crow, 2008) and preceding ones, and the implications of these differences (Oh \u0026amp; Reeves, 2014;\u0026nbsp;Ok\u0026ccedil;u, 2023). It is postulated that the similarities between members of a generation may influence the role of motherhood and the perception of the child.\u003c/p\u003e\n\u003cp\u003eThe adult\u0026apos;s view of the child has a significant impact on the adult\u0026apos;s attitude towards the child (Hawkes, 2008; Şanlı \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2012). An accurate definition of the child, established in the individual\u0026apos;s mind, improves the quality of the relationship with the child (Batu \u0026amp; Tos, 2022; Tezel Şahin \u0026amp; \u0026Ouml;zy\u0026uuml;rek, 2008). If a person cannot make this definition correctly, it may lead to situations such as the child developing the belief that it is normal to sit still for long periods of time like an adult without moving, and reacting as if there is a problem if he does not sit (Lazoğlu et al., 2022). A number of factors such as the culture of the society (Belli et al., 2021; Dong et al., 2018), geographical location, technological developments, historical events, level of education (Tudge et al., 2000), age (Batu \u0026amp; Tos, 2022), personal characteristics (Tezel Şahin \u0026amp; \u0026Ouml;zy\u0026uuml;rek, 2008), gender and past experiences (Balasar, 2019; Hawkes, 2008), influence the child\u0026apos;s perspective (Raffertya \u0026amp; Griffin, 2010). Attitudes formed according to perspectives have a profound influence on the individual\u0026rsquo;s entire life course, beginning from childhood and becoming the basis for subsequent development (Belli et al., 2021; Şanlı \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2012). A mother\u0026apos;s perspective on her child has a significant impact on the formation of the child\u0026apos;s personality, values, social behaviours, and his/her role in social life (Şanlı \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2012). The child in turn, creates an internal representation of how his mother defines him/her (Angley et al., 2015), based on the messages he/she receives from her attitudes towards him, which subsequently shapes his/her behaviour accordingly (Hawkes, 2008).\u003c/p\u003e\n\u003cp\u003eA review of the literature on the subject revealed a multitude of studies that employed a generational approach. These studies differed in their focus, examining a range of topics including childhood perception (\u0026Ccedil;elik \u0026amp; \u0026Ccedil;at, 2018; \u0026Ouml;nder Erol \u0026amp; Aloğlu 2017; Tan, 2019), career expectations (Metin \u0026amp; Kızıldağ, 2017), work motivations (Alp et al., 2019; Taş \u0026amp; Ka\u0026ccedil;ar, 2019), religious beliefs (Okcu, 2020), food consumption (Okat et al., 2021), work-life balance (Akoğlu \u0026amp; Eroğlu, 2019), consumption habits (Altuntuğ, 2012; Mercan, 2016), communication (Kavut, 2015), gender and parenting roles (Pa\u0026ccedil;acıoğlu, 2018; Belli\u0026nbsp;et al., 2021) and parenting attitudes (Batu \u0026amp; Tos, 2022; Karaman, 2019; Lazoğlu et al., 2022; Şanlı \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2012; Tezel Şahin \u0026amp; \u0026Ouml;zy\u0026uuml;rek, 2008). Balasar\u0026apos;s (2019) study, for instance, explored the perspectives of adults in Ankara on childhood in relation to the aforementioned variables. However, no study has been identified that examines the perspectives of mothers from different generations in Turkey on their children. The objective of this study is to examine the perspectives of mothers from different generations (BB, X, Y and Z) on their children. The objective was to answer the following research questions in this context:\u003c/p\u003e\n\u003cp\u003e1. What are the perspectives of mothers from different generations on the child?\u003c/p\u003e\n\u003cp\u003eDifferent generations of mothers;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eWhat are the negative perceptions of the child?\u003c/li\u003e\n \u003cli\u003eWhat are their beliefs about the glorified child?\u003c/li\u003e\n \u003cli\u003eWhat is the perspective of the child who is considered to be inadequate?\u003c/li\u003e\n \u003cli\u003eWhat are their beliefs about the nature of the child?\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e2. What are the perceptions of mothers from different generations regarding motherhood and childhood?\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eA range of techniques must be employed to address the intricate nature of social phenomena (Byrne \u0026amp; Humble, 2007). In this study, the open-sequential mixed method which offers a comprehensive view of qualitative and quantitative approaches, was employed. In this approach, quantitative data are collected and subjected to analysis, initially. Subsequently, qualitative data are incorporated to facilitate a more comprehensive understanding of the findings (Malina\u0026nbsp;et al., 2011). The objective of this study was to assess whether the child\u0026apos;s perception differed according to the generation of the mother. In this regard, the perspectives of mothers belonging to the BB, X, Y and Z generations on the child were examined. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy Group\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data were collected between April and July 2023 by viewing internet forms and via traditional face-to-face surveys. The study group consisted of 583 mothers with Turkish nationality, who volunteered to participate in the quantitative part of the research. Of these, 61 were BB, 300 were X, 175 were Y and 47 were Z. Qualitative data were obtained from a total of 12 mothers, 3 from each generation, randomly selected from the \u0026lsquo;quantitative data\u0026rsquo; group.\u003c/p\u003e\n\u003cp\u003eUpon examination of the descriptive statistics pertaining to the variables under investigation, it was found that approximately 95% of the participants were married. When the birth year of the individuals is examined, 51.5% of the mothers are Generation Y, born between 1981 and 1994. It was further established that %37,7 of\u0026nbsp;the mothers had bachelor\u0026apos;s degree. 42% of the mothers participated in study had two children, whereas 86,8%\u0026nbsp;were grandmothers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe quantitative data for the study were obtained using the Assessment Tool of Beliefs about Children and the Personal Information Form. To obtain qualitative data, eight questions prepared by the researchers were sent for expert opinion. The content validity of the questions was calculated in the guidance of the feedback from eight experts. The content validity ratio (CVR) and the content validity index (CVI) were determined as 0.750 and 0.937, respectively. If the calculated CGI value is greater than the CGI value, it is understood that the items have content validity. (Batdı, 2013; Lawshe, 1975; Yeşilyurt \u0026amp; \u0026Ccedil;apraz, 2018). The qualitative research questions that had sufficient coverage were arranged in line with expert opinions and their final version was obtained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment Tool of Beliefs about Children\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe inventory developed by Avcı and Kunt in 2018 was updated by Avcı, Kunt and Pektaş in 2022. The Assessment Tool of Beliefs about Children is a reliable instrument comprising 53 items and 4 sub-dimensions that reflect adults\u0026apos; existing understanding of children and childhood. The 18-item Negative View of Children sub-dimension includes negative thoughts about children that cause negative feelings in adults when they are present; the 13-item Inadequate Child sub-dimension includes inadequacies that see the child as underdeveloped and dependent on adults; the 12-item Exalted Child sub-dimension includes positive characteristics that are exaggerated beyond normal; and the 10-item Belief in the Nature of the Child sub-dimension includes the idea that the child is a participant who can make decisions about his or her own life. In the aforementioned scale, participants are required to select the adjectives that they associate with the concept of a \u0026quot;child.\u0026quot;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePersonal Information Form\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Personal Information Form developed by the researchers enabled the acquisition of data regarding the participants\u0026rsquo; marital status, year of birth, education status, employment status and profession, income level, number of children they have, whether they had any grandchildren, and the individuals who had assisted the mothers in child\u0026rsquo;s upbringing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data from the study were analysed using the CHAID (Chi-squared Automatic Interaction Detection) method. CHAID analysis, developed by Kass (1980), is one of the data mining methods and is an exploratory statistical method that divides the data into the most appropriate sections/clusters using the chi-square statistic (SPSS, 2012). CHAID analysis is employed to ascertain the interrelationships between a dependent variable and multiple independent variables simultaneously. The variables that best predict the dependent variable are selected, and the data is divided into subgroups according to these variables (Kass,1980. The powerful algorithm of CHAID analysis enables the analysis of all scale types (interval, ratio, classification) simultaneously, obviating the need for parametric test assumptions (Avşar \u0026amp; Tavşancıl, 2014; Avşar \u0026amp; Yal\u0026ccedil;ın, 2015; Horner et al., 2010). Each of the four dimensions of the Assessment Tool of Beliefs about Children, \u0026quot;negative beliefs about the child\u0026quot;, \u0026quot;glorified child\u0026quot;, \u0026quot;positive belief in the nature of the child\u0026quot; and \u0026quot;incompetent child\u0026quot;, represents a distinct belief or perspective. Consequently, a CHAID analysis was conducted on each dimension, with the objective of identifying the variables that explain the aforementioned beliefs and perspectives. A content analysis was conducted on the qualitative data, with codes created in light of the information obtained. This method enabled the data contained in the participant statements to be revealed.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eFindings of the CHAID Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNegative Beliefs about the Child\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe decision tree resulting from the CHAID analysis regarding the negative beliefs about the child, showing that the average negative beliefs score towards the child was 0.093, is presented in Figure 1. It was found that the variable that best explained the mothers\u0026apos; negative beliefs towards the child was the \u0026quot;number of children\u0026quot; (F(1, 581)=13.597; p\u0026lt;.05). Two nodes were identified in relation to the number of children variable: \u0026quot;one child\u0026quot; and \u0026quot;more than one child\u0026quot;. The average of mothers in the single child node was 0.066. In contrast, the average of mothers in the \u0026quot;more than one child\u0026quot; node was relatively higher at 0.105. Mothers in this node constituted 69% of the study population. In other words, having more than one child is the most definitive variable in having a negative view about a child.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Figure 1 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe variable that explains the negative beliefs of mothers, who have more than one child, towards the child is the status of having a grandchild (F (1, 400) =6.065; p\u0026lt;.05). The average negative beliefs about the child in the node formed by those with grandchildren was obtained as 0.140. In the node formed by those who did not have grandchildren, the average negative beliefs the child was 0.098, which was lower than that of those who had grandchildren. Approximately 57% of the mothers was located in this node. The CHAID analysis revealed that those who had grandchildren had more negative beliefs regarding the child. The CHAID analysis yielded an overall classification accuracy of 98%. The misclassification rate was 1.4% using the re-substitution technique and 1.5% using cross-validation. It might therefore be stated that the classification accuracy achieved was indeed a high ratio. Furthermore, it was established that the variables included in the CHAID analysis accounted for approximately 4% of the negative beliefs about the child.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGlorified Child\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe decision tree resulting from the CHAID analysis regarding the glorified child dimension, showing that the average score of mothers who espouse the belief in a glorified child is 0.529, is presented in Figure 2. The analysis indicated that the most significant predictor of mothers\u0026rsquo; beliefs about the glorified child was the variable \u0026ldquo;marital status\u0026rdquo; (F (1, 581) = 4.720, p \u0026lt; 0.05). The marital status variable is represented by two nodes. The categories were \u0026quot;married\u0026quot; and \u0026quot;single.\u0026quot; The mean score for the single node was 0.411. Whereas, the average of mothers in the married node was higher, with a value of 0.536 obtained. The mothers in this node were 94.9% of the total. In other words, the married status of mothers is the most effective variable in influencing the belief in a glorified child.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Figure 2 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe variable status of having grandchildren is a significant factor on beliefs of married mothers about the glorified children (F(1, 551)=4.452; p\u0026lt;.05). Among those with grandchildren, the average belief in glorified children was 0.610. In contrast, among those without grandchildren, the average belief in glorified children was 0.526, which is lower than among those with grandchildren. Approximately 83.7% of the study group was located in this node. Furthermore, the determining variable in the node of the mothers who do not have grandchildren to have a belief in a glorified child, is the year of birth (F(1, 486)=6.972; p\u0026lt;.05). Regarding the year of birth variable, two nodes were obtained, \u0026quot;Generation BB and X\u0026quot; and \u0026quot;Generation Y and Z\u0026quot;. The mean of the glorified child belief of mothers of Generation Y and Z was determined to be 0.549, which was higher than the other node. Furthermore, 59.2% of the sample is located in this node. According to the results of the CHAID analysis, it was observed that mothers of Generation Y and Z had a higher belief in glorified children.\u003c/p\u003e\n\u003cp\u003eThe results of the CHAID analysis were subjected to a classification accuracy test utilising the resubstitution technique and cross-validation technique. The misclassification rate was found to be 9.1% when applying the resubstitution technique and 9.6% with cross-validation. Both techniques demonstrated an approximate 90% success rate in classifying the data correctly. Therefore, it can be concluded that classification accuracy has indeed high ratio. Furthermore, it was established that the variables included in the CHAID analysis accounted for 3% of the cases where a glorified child belief was present, in instances where a negative beliefs towards the child was evident.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIncompetent Child\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe result of the CHAID analysis concerning incompetent child size is displayed in Figure 3, showing that the average score of mothers with incompetent child belief was 0.319. The analysis revealed that the most significant predictor of mothers\u0026apos; beliefs about incompetent children is the birth year of the mother (F(1, 581)=8.467 p\u0026lt;.05). Two nodes are related to the variable representing the year of birth, the generations in question were designated as \u0026quot;Generation BB and X\u0026quot; and \u0026quot;Generation Y and Z.\u0026quot; The mean score for mothers in the BB and X generation node was 0.288. The determining variable of mothers in this node having beliefs about incompetent children was the number of children (F(1, 220)=12.435 p\u0026lt;.05). The number of children was represented by two nodes, the categories were \u0026quot;two children or less\u0026quot; and \u0026quot;more than two children\u0026quot;. The mean of the incompetent child belief of mothers with two or less children was 0.246, being lower than those with more than two children. Furthermore, it can be observed that 22.3% of mothers are on two-child or fewer-child nodes. On the other hand, we observed that the variable that determined the belief in incompetent children of individuals in the Y and Z generation node was the mother\u0026rsquo;s level of education (F(1, 359)=12.960 p\u0026lt;.05). The education level of individuals can be divided into two categories, the two categories are \u0026quot;secondary school or below\u0026quot; and \u0026quot;above secondary school\u0026quot;. The mean incompetent child belief average of mothers who graduated from secondary school was 0.353, which was higher than those mothers who did not complete secondary school. Nevertheless, 53% of mothers have obtained a secondary school diploma or higher.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Figure 3 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe CHAID analysis was employed to assess the classification accuracy of the resubstitution and cross-validation techniques. Consequently, the misclassification rate was calculated as 3.9% according to the resubstitution technique, while it was 4.1% according to the cross-validation technique. In both cases, approximately 96% of the data was correctly classified. Consequently, it can be stated that the classification has high ratio of accuracy. Furthermore, it was established that the variables included in the CHAID analysis accounted for 6% of the cases of incompetent child beliefs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePositive Belief in the Nature of the Child\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe decision tree resulting from the CHAID analysis regarding the positive belief in the child\u0026apos;s nature dimension is presented in Figure 4, showing that the average score of mothers who positive believe in the nature of the child was 0.435. It has been demonstrated that the variable that best explains mothers\u0026apos; positive beliefs in the nature of the child was \u0026quot;birth year\u0026quot; of the mother (F(1, 581)=6.646 p\u0026lt;.05). Two nodes were identified with regard to the birth year variable, namely \u0026quot;Generation BB and X\u0026quot; and \u0026quot;Generation Y and Z\u0026quot;.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe average positive belief in the nature of the child among mothers belonging to Generation Y and Z was found to be 0.456. This node accounts for 61.9% of the total study population. Whereas, the mean value of positive beliefs about children among mothers the generation \u0026quot;BB\u0026quot; and categorised as generation \u0026quot;X\u0026quot; was observed to be 0.400. It was also found that the variable determining the positive beliefs of Generation \u0026quot;BB\u0026quot; and Generation \u0026quot;X\u0026quot; mothers about the nature of the child was whether they had a grandchild (F(1, 220)=5.765 p\u0026lt;.05). Two categories were obtained for this variable, namely \u0026quot;yes\u0026quot; and \u0026quot;no\u0026quot;. The average positive belief in the nature of the child among mothers with grandchildren was 0.463, which was higher than the average of the group without grandchildren. The data indicates that 12.2% of the participants were mothers with a grandson.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Figure 4 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe CHAID analysis was employed to assess the resubstitution technique and the cross-validity technique. Consequently, the rate of misclassification was 6.4% in comparison to the resubstitution technique, while 6.6% was obtained in comparison to the cross-validation technique. The data was correctly classified by both techniques in approximately 93% of cases. Consequently, it can be suggested that the accuracy of classification has a high ratio. Furthermore, it was demonstrated that the variables included in the CHAID analysis account for 2% of the respondents\u0026apos; positive beliefs regarding the nature of the child. Thus, 15% of the beliefs and perspectives related to the child could be explained by the variables determined using the CHAID analysis. The aforementioned variables encompass the number of children, the status of having a grandchild, the marital status, the year of birth, the number of children, and the level of education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings of the Interviews with Mothers\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this section of the study, interviews with mothers from the BB, X, Y and Z generations were evaluated. The questions asked to the mothers were analysed separately, with the responses examined and codes created. The tables present examples of the codes from each generation, as well as the discourse of the mothers. Table 1 presents the data from mothers from different generations on how they defined motherhood.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 1 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe question allows to examine the various aspects of motherhood and maternal role. The focus was put on how participants define the concept of motherhood and what this word brought to their minds. Sacrifice and dedication code involves the mother\u0026apos;s sacrifice for her children, and the code of love and compassion involves the deep love and compassion of the mother for her children.\u0026nbsp;The responsibility and guidance code encompasses the maternal guidance provided to the offspring(s), as well as the fulfillment of their responsibilities, whereas the emotion code encapsulates the inner feelings and the natural maternal instincts. The experience code encompasses the experiences of the mother and learning encounters, while the holiness code encompasses the value system associated with the values of motherhood possesses and its sacred duty. Upon analysis of Table 1, it is evident that the definitions those mothers were primarily related themselves with were the codes of love and compassion which were followed by the code of sacrifice and dedication. While Generation Z, X and BB mentioned motherhood as an experience once, Generation Y did not mention it at all.\u003c/p\u003e\n\u003cp\u003eTable 2 presents data from mothers of different generations in regard to the question \u0026quot;What kind of mother do you define yourself to be?\u0026quot;. This question, which covers various aspects of motherhood experiences, explores how individuals define themselves as mothers. The focus is on the emotions experienced by mothers, their responsibilities and the general characteristics of motherhood experience. The emotional code is characterised by the mother\u0026apos;s emotional attachment to her children. The diligent and hardworking code is exemplified by the mother\u0026apos;s fair treatment of her children and her own diligence and hard work. The relevant code is that the mother is a relevant mother who empathises with her children. The tolerant and moderate code is characterised by the mother\u0026apos;s patience, tolerance and moderate approach to her children. The cold code is characterised by the mother\u0026apos;s maintenance of a distant and boring relationship with her children.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 2 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhen Table 2 is examined, it is seen that mothers define themselves most as diligent and hard-working, followed by tolerant and moderate. While the generation Y and Z do not define themselves emotional, the BB and X generations do recognise themselves as emotional mothers. Among generation groups the generation Y mothers were the ones who saw themselves as altruistic, mostly. While the generation of X, Y and Z defined themselves as sharing, the BB generation mothers did not.\u003c/p\u003e\n\u003cp\u003eTable 3 presents the data of mothers from different generations on the question of \u0026ldquo;how they define their children\u0026rdquo;. This question prompts mothers to reflect on their own definitions of their children and the characteristics that come to mind when they think about their children. The difficult code is encompasses a multitude of behaviours, including those associated with disobedience, anger, obstinacy, distress, food choices, impulsivity, discipline, planning and perfectionism. The positive code is characterised by the child\u0026apos;s polite, naive, well-intentioned, good-natured, honest, equitable, resourceful and meticulous qualities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 3 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs Table 3 presents, mothers tend to perceive their children as emotional and sensitive, followed by difficult, good, social-human, and compassionate. While generation Y and Z mothers did not describe their children as generous and loving, it is noteworthy that generation BB and X mothers described their children as generous and loving. The majority of BB generation mothers described their children in terms of their positive attributes. Only mothers belonging to Generation Y described their children as adventurous, while only mothers belonging to the Baby Boomer generation described th eir children as self-centered.\u003c/p\u003e\n\u003cp\u003eTable 4 presents data from mothers from different generations whom the question \u0026quot;When you look back, do you have an attitude or behaviour you would like to have done differently in your process of raising your child?\u0026quot; was posed to. This question focuses on the attitudes and behaviors that mothers wish they had done differently during the process of child rearing. The Anger Management and Sensitivity Code encompasses the mother\u0026apos;s desire to act more sensitively and to control their anger and demonstrate patience. The Mother-Child Interaction and Time-Spending Code covers the mother\u0026apos;s desire to spend more time with their children, communicate and interact with them. The code of independence and support encompasses the mother\u0026apos;s desire to facilitate their children\u0026apos;s autonomy, encourage independent decision-making, and grant greater freedom. The code of tolerance and flexibility encompasses the mother\u0026apos;s desire to demonstrate greater understanding of their children\u0026apos;s missteps, exhibit greater tolerance, and adopt a more flexible approach. The code of love and expression encompasses the mother\u0026apos;s desire to express their love for their children in a more explicit manner.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 4 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 4 \u0026nbsp;presents that mothers want to behave differently in the field of anger management and sensitivity in the process of raising their children, followed by tolerance and flexibility. Regarding the code of love and expression in the process of raising their children; while Generation Y and Z mothers have no regrets, it is noteworthy that Generation BB and X mothers want to act differently on this issue. Generation Y mothers are the ones who mostly want to act differently in the field of anger management-sensitivity in the process of raising their children, whereas Generation X mothers want to behave differently in the field of tolerance-flexibility in the process of raising their children.\u003c/p\u003e\n\u003cp\u003eTable 5 presents data on the attitudes and behaviours of mothers from different generations when raising their children. This question focuses on the attitudes and behaviours that mothers are pleased to have displayed during the child-rearing process. The Communication Code refers to the mother\u0026apos;s communication with their children, including spending time and playing games. The Border Code concerns the mother\u0026apos;s setting of certain limits to their children. The Code of Love encompasses the mother\u0026apos;s love for her children, which is expressed through feelings and care. The Information and Logical Approach Code refers to the mother\u0026apos;s information about child development and the non-application of pedagogical approaches to ensure conscious awareness. The Family Support Code encompasses the mother\u0026apos;s support from domestic relations to raise their children and strengthen family ties. Finally, the Care Code encompasses the mother\u0026apos;s care in providing their children with healthy eating habits and care about clothing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 5 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 5 reveals that mothers are gratified by their actions in the realms of information-consciousness and logical approach in child-rearing, followed by their actions in the domain of communication. While the behaviour of BB generation mothers regarding love and parenting their children is perceived by them as satisfactory, it is noteworthy that mothers from the X, Y and Z generations do not mention this issue. While mothers belonging to the X and Baby Boomer generations do not mention family support, mothers belonging to the Y and Z generations express satisfaction with the support they receive from their families for their children. Y and Z generation mothers do not cite satisfaction regarding childcare, whereas Boomer and X generation mothers indicate satisfaction with their childcare attitudes.\u003c/p\u003e\n\u003cp\u003eIn Table 6, the younger generation of mothers were asked to indicate the amount of time they spend with their child during the day, while the older generation of mothers were asked to indicate the time they spend with their child who is younger than 18 years of age. This question covers the time spent by mothers with their children engaged in activities. The reason for not asking the question for a specific period is that the children of mothers in different generations are in different stages of development. Consequently, it is anticipated that the most prominent period in the mother\u0026apos;s mind will be identified.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 6 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis of Table 6, highlights that the activities engaged in by different generation mothers and their children typically extend from one to approximately three hours. Notably, however, there are no instances of BB mothers involved in these group. It is noteworthy that the mothers who do almost no activity are the X and BB generation mothers, while Z and Y generation mothers definitely have spend time.\u003c/p\u003e\n\u003cp\u003eTable 7 presents data on the activities of mothers of different generations during time spent with their children. Mothers in the younger generation were asked to describe their activities during the period they spent with their children during the day, whereas mothers in the older generation were asked to recall their activities during the period they spent with their children before they reached 18 years of age. This question concerns the activities engaged in by mothers with their children during the day. The chat code represents the mother engaging in conversation with her children and other forms of communication. The reading and study code encompasses the mother reading books with her children and studying with them. The game-playing code encompasses the mother engaging in artistic pursuits with her children, such as painting and playing games. The travel code represents the mother walking with her children to various locations, including the park, to observe nature and appreciate the beauty of the natural world. The housework code encompasses activities such as baking and pastry-making, as well as general kitchen tasks and housework, including the unloading of the machine. The code pertaining to worship involves the mother and her children engaging in prayer and other forms of spiritual interaction within the family unit. The code pertaining to the viewing of television and videos encompasses the mother and her child watching humorous videos, films and television series together. Finally, the maintenance and nutrition code encompasses the mother\u0026apos;s personal care, including eating and feeding with her child, having breakfast, eating fruit and drinking tea.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 7 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn Table 7, we observed that mothers spent the most time playing games and going out with their children, followed by caregiving and feeding. It is noteworthy that Generation X mothers mention spending time with their children in worship and watching TV and videos, whereas other generations do not mention these activities. Generation Y mothers mention reading books and studying with their children, while other generations did not refer to this code. It has been found that Generation Z mothers spent the most time playing games with their children, while Generation Y and Baby Boomer mothers went out with their children.\u003c/p\u003e\n\u003cp\u003eTable 8 presents data from mothers from different generations regarding the question \u0026quot;What are your expectations from your child as a mother?\u0026quot; This question covers the expectations of mothers of their own children. The code for good character and behaviour reflects mothers\u0026apos; expectations for their children to be sensitive. The code for religious and moral values reflects mothers\u0026apos; expectations for their children to lead a life consistent with their faith and uphold moral values. The code for happiness and health reflects mothers\u0026apos; expectations for their children to be happy, healthy, and peaceful. The code for communication and visitation reflects mothers\u0026apos; expectations for their children to engage in communication, visitation, and maintain family unity. The code for independence and trust reflects mothers\u0026apos; expectations for their children to establish their own lives, be independent, and feel secure.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePlace Table 8 about here.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 8 suggests that the moral character and conduct were the code in which mothers had the most elevated expectations in their children. While Mothers Z and Y did not explicitly mention happiness and health in their expectations, this was a topic that was addressed by Mothers X and BB. The Z and BB generation mothers did not discuss religious and moral values when they expressed their expectations of children. In contrast, 83% of mothers Y and X did discuss these values. The majority of mothers belonging to the X generation had expectations of their children in terms of independence and trust. Conversely, the BB-generation mothers had the most expectations of communication and visits.\u003c/p\u003e"},{"header":"Conclusion and Discussion","content":"\u003cp\u003eToday\u0026rsquo;s world is characterised by rapid technological changes, leading to significant shifts in lifestyles (Crow, 2008; Varnum \u0026amp; Grossmann, 2017). These changes also influence perspectives, behaviours and attitudes (Karaman, 2019; Oh \u0026amp; Reeves, 2014). The mother-child relationship is particularly affected by this rapid change. This study investigates the differing perspectives of mothers from different generations on children. The study demonstrated that mothers\u0026rsquo; perceptions of children exhibit variation based on generational affiliation. Previous studies have also demonstrated that individuals from different generations exhibit disparate perceptions of children (\u0026Ccedil;elik \u0026amp; \u0026Ccedil;at, 2018; Şanlı \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2012). It has been determined that mothers mostly have the \u0026lsquo;glorified belief\u0026rsquo; in children, followed by \u0026lsquo;positive belief in the nature of the child\u0026rsquo;. It has been observed that mothers have the incompetent child faith and negative perspective, the least. The same ranking was obtained in Balasar\u0026apos;s study (2019), which examined the views of adults on children. Similarly, in a study conducted by Batu and Tos (2022), it was found that parents had a positive perception regarding their children. Our research reveales that mothers\u0026apos; views of the child are influenced by a number of factors, including generation, number of children, grandchildren, marital status and education level.\u003c/p\u003e\n\u003cp\u003eThe variable that best explains mothers\u0026apos; negative perspectives towards their children is the \u0026quot;number of children.\u0026quot; Our data demonstrated that mothers with only one child and those who have grandchildren tend to hold more negative views towards their children. Given that mothers with grandchildren are typically of an older generation, it has been observed that the tendency of BB mothers to describe their children as self-centred parallel with this finding. We postulate that this outcome is attributable to the fact that mothers tend to have high expectations and that mothers with only one child might have high expectations of their offspring and experience greater disappointment in the event of any failure on the part of the child. Given that the BB generation has a parenting style characterised by high expectations and that these mothers are more rigid and disciplined in terms of social norms and values, it is thought that the past experiences of mothers with grandchildren lead to a negative perspective.\u003c/p\u003e\n\u003cp\u003eIt has been established that the marital status of mothers is the most influential variable in the belief of idealised child. It has been observed that married mothers with grandchildren exhibit a higher degree of belief in idealised children. Given that mothers with grandchildren belong to an older generation, the fact that BB and X generation mothers in interviews describe their children as generous and loving, and especially BB generation mothers define their children with context related to goodness, lends support to this data. It is postulated that married mothers\u0026apos; more idealised perspective towards their children may be attributable to family values, and that having grandchildren may encourage the definition of children with positive qualities.\u003c/p\u003e\n\u003cp\u003eIt has been found that the variable that best explains mothers\u0026apos; belief in insufficient children is \u0026quot; birth of year of the mother\u0026quot;. It has been established that mothers belonging to Generation Y-Z, particularly those with educational qualifications beyond middle school, exhibit a higher degree of belief in the insufficiency of children. This finding demonstrates that education exerts a pervasive influence on all aspects of life (Shapiro et al., 2024; Tezel Şahin \u0026amp; \u0026Ouml;zy\u0026uuml;rek, 2008). A study by Yılmaz and \u0026Uuml;lker (2018) revealed that the variables of education and age affect women\u0026apos;s parenting roles. In a study by Şanlı and \u0026Ouml;zt\u0026uuml;rk (2012) examining the factors affecting mothers\u0026apos; child-rearing attitudes, it was stated that younger mothers have higher expectations of their children. It is thought that Generation Y and Z mothers\u0026apos; perception of inadequate children originates from the modern education system in which they were brought up, alongside with their increasing levels of education, nurturing a more critical outlook. The study present BB and X generation mothers with more than two children to have higher beliefs in insufficient children compared to BB and X generation mothers with only one child. This situation can be attributed to the parallel rise in responsibilities and expectations due to the increase in the number of children.\u003c/p\u003e\n\u003cp\u003eIt has been demonstrated that the birth year is the most significant factor in determining mothers\u0026apos; beliefs about their child\u0026apos;s nature. Mothers belonging to Generation Y and Z exhibit a greater degree of conviction regarding their child\u0026apos;s inherent characteristics. Qualitative evidence from interviews with Generation Y mothers who describe their children as adventurous and active also supports this finding. This phenomenon may be explained by the tendency of younger generations to raise their children in a more free and independent manner. Mothers from Generation BB and X who do have grandchildren were found to hold stronger beliefs in their children\u0026apos;s nature compared to those who do not. Grandmothers may reinforce their beliefs about their children\u0026apos;s nature based on their observations on the relations between their own children and grandchildren. It is postulated that these experiences influence the formation of beliefs regarding the child\u0026apos;s nature.\u003c/p\u003e\n\u003cp\u003eWhile generations Z, X, and BB refer to motherhood as an experience, generation Y does not. This finding is consistent with findings in the literature (Batu \u0026amp; Tos, 2022). The lack of association between motherhood and experience among Generation Y can be attributed to their reliance on digital sources for knowledge, which they readily access through the internet. This has led to a shift in the perception of motherhood, which is now viewed as a learned concept rather than an experiential one. Mothers belonging to Generation BB and X describe themselves as emotionally driven, whereas mothers belonging to Generation Z, Y, and X describe themselves as sharers. This finding is consistent with the findings of Batu and Tos (2022). The perception of Generation Y mothers as the most self-sacrificing aligns with the existing literature, suggesting that Generation Y parents are willing to make any sacrifice in order to raise their children in the best possible way (Hershatter \u0026amp; Epstein, 2010). Another study has indicated a strong correlation between parenthood and the concept of sharing (Fox \u0026amp; Hoy, 2019). Generation BB and X mothers, who emphasise emotional attachment and family roles, may describe themselves emotional due to their upbringing in a more traditional way and with family-focused values. The self-perception of Generation Z, Y, and X mothers as collaborative may be attributed to contemporary parenting approaches and social changes, which have led to more egalitarian and interactive relationships with their children.\u003c/p\u003e\n\u003cp\u003eMothers belonging to Generation Y and Z have been observed not to express regret regarding their approach to love and expression in the process of raising their children. In contrast, mothers belonging to Generation BB and X express a desire to behave differently in this regard. This phenomenon may be explained by the upbringing of Generation Y and Z mothers in an environment that encourages open communication and freedom in emotional expression. In contrast, regrets among Generation BB and X mothers may stem from being raised in a more restrictive environment with limited emotional expression.\u003c/p\u003e\n\u003cp\u003eGeneration Y mothers, in particular, have the desire to behave differently in the areas of anger management and sensitivity during the process of raising their children. This desire among Generation Y mothers may be attributed to their higher standards in parenting roles and tendencies towards perfectionism. A study by Şanlı and \u0026Ouml;zt\u0026uuml;rk (2012) found that young mothers aged 23-30 in those years exhibited fewer positive behaviours, aligning with the current study\u0026apos;s findings, considering that these mothers belonged to Generation Y. Additionally, Rafferty and Griffin (2010) reached a similar conclusion. It is noted that Generation X and BB mothers desire to behave differently in the areas of tolerance and flexibility in the process of raising their children. This desire may be attributed to the fact that the Generation X and BB generations have historically employed a more rigid parenting style and are now willing to change these approaches. Indeed, this data aligns with the notion that Generation X mothers base their parenting on gentleness (G\u0026uuml;ler, 2007). Şanlı and \u0026Ouml;zt\u0026uuml;rk (2012) also found that as educational levels increase, overly protective attitudes decrease. A comparison of the educational levels of Generation BB and X mothers with those of younger generations revealed that they have lower levels of education (Erol \u0026amp; Aloğlu, 2017). This finding is consistent with the current study\u0026apos;s observations.\u003c/p\u003e\n\u003cp\u003eMothers belonging to Generation BB express satisfaction with their behaviour regarding affection while raising their children. This is likely due to their perception that they demonstrate sufficient love for their offspring as a result of their more traditional parenting approach. In contrast, mothers from Generations X, Y, and Z have been observed to refrain from addressing this issue, potentially because they perceive showing affection as a natural and anticipated aspect of contemporary parenting. Generation X and BB mothers do not to mention intra-family support, whereas Generation Y and Z mothers have expressed satisfaction with the support they receive from their families. The study by Batu and Tos (2022) lends further support to these findings, suggesting that Generation Z mothers anticipate support from their extended families, thereby reinforcing the continued significance of such familial networks in the context of modern lifestyles. Furthermore, it would appear that these generations require greater familial support throughout the parenting process. The fact that Generation X and BB mothers did not mention family support may be attributed to their adoption of a more independent parenting approach or their perception of this support as a natural occurrence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMothers belonging to Generation Y and Z have not expressed satisfaction with regard to childcare. On the other hand, mothers belonging to the BB and Generation X cohorts have expressed satisfaction with their attitudes towards childcare. This discrepancy is thought to be attributable to the traditional parenting roles and responsibilities embraced by BB and Generation X. The lack of emphasis on childcare by Generation Y and Z can be explained by the perception in modern parenting that childcare is seen as a more collective and sharing process. Furthermore, childcare services are being more readily accessible is thought to be a contributing factor.\u003c/p\u003e\n\u003cp\u003eOur data show that the majority of activities mothers with their children engaged in typically last between approximately one and three hours. None of the BB mothers were identified in this group. It is notable that mothers belonging to the X and BB generations are more likely to be the ones least engaged in activities with their children, whereas mothers from the Z and Y generations are observed to consistently prioritize activities with their children. It is idea that the minimal time spent or lack of activities by BB and X generation mothers is a consequence of their engagement in domestic tasks and traditional gender roles. Mothers belonging to the X generation report engaging in activities such as worship and watching TV and videos during their time with their children. These activities are not mentioned by mothers belonging to other generations. Mothers belonging to the Y generation report engaging in activities such as reading books and studying with their children, which are not mentioned by other generations. Lazoğlu et al. (2022) identify the Y generation as mothers who engage in research, reading, and an interest in education. The study revealed that Z generation mothers engage in the most gaming activities with their children, while Y and BB generation mothers are more likely to take their children out. The X generation\u0026apos;s inclination towards more indoor activities, as evidenced by their preference for activities such as worshiping and watching TV with their children, can be explained by their generational characteristics. The Y generation\u0026apos;s engagement in activities such as reading books and studying with their children reflects their emphasis on education and knowledge. The high rate of Z generation mothers playing games with their children indicates that they prioritize their children\u0026apos;s need for entertainment and play.\u003c/p\u003e\n\u003cp\u003eWhile Generation Z and Y mothers do not explicitly mention happiness and health in their expectations, Generation X and BB mothers do expect their children to be happy and healthy. This connection is thought to be related to the focus of X and BB generation mothers on fundamental and universal values. In expressing their expectations of their children, Z and BB generation mothers do not mention religious and moral values, whereas 83% of Y and X generation mothers do. This suggests that Y and X generation mothers are more closely aligned with social and cultural values. The highest expectation among X generation mothers is for their children to demonstrate independence and confidence, while BB generation mothers primarily expect their children to communicate with them and visit them. This finding is corroborated by the findings of the study conducted by \u0026Ccedil;elik and \u0026Ccedil;at (2018). The emphasis of X generation mothers on individual freedom and personal achievement is reflected in their expectations for their children to become independent and confident individuals. It is postulated that the expectation of BB generation mothers to spend more time and maintain regular communication with their children is driven by their desire to enrich their social lives, meet their emotional support needs, and provide with trust and support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePractical Implications\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data obtained indicate the influence of social and cultural dynamics on parenting practices, thereby providing a foundation for future research, applications, and policies. The study provides a robust basis for future qualitative and quantitative research. The findings permit researchers to conduct more detailed and focused studies examining parenting approaches among mothers in different socio-economic and cultural contexts. The data can inform the development of educational policies and parenting education programmes. Educators and policymakers can develop targeted programmes to meet the needs of parents, thereby creating a more effective and supportive environment for child development. The study also offers valuable insights for family counselling and support services on how to adapt services according to the needs of different generations of mothers. Family counsellors can provide more effective counselling and support services by considering the intergenerational differences among parents and their impact on parenting practices.\u003c/p\u003e\n\u003cp\u003eThe perspectives of mothers from different generations can guide the development of social policies and societal support mechanisms. Policymakers can design social services and programmes that are tailored to the needs of different generations in order to enhance the well-being of children and families. This study also provides valuable insights for professionals engaged in child development and psychological support. By elucidating and addressing intergenerational differences among mothers, more efficacious interventions and support programmes can be devised to meet the emotional and psychological needs of children. The study presents significant means in our understanding of mothers\u0026apos; perspectives on their children and provides valuable insights for future research, policies, and practices. The findings contribute to the development of more informed and effective strategies at both societal and individual levels by highlighting intergenerational differences in parenting approaches.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDue to the increasing age of becoming parents in today\u0026apos;s society, it has been difficult to reach Generation Z mothers. Health issues due to old age limited data collection from Generation BB mothers. Consequently, fewer Generation Z and BB mothers were included in the study compared to X and Y generations. It is important to note that the study was conducted with Turkish mothers, and that cultural and regional differences may have an influence on the results. Last but not least, qualitative data were obtained from only three representatives of each generation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFuture Directions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIt is recommended to expand the participant size to include mothers from a more diverse socio-economic and cultural backgrounds in order to enhance the generalisability of the findings in future studies. It would be beneficial to conduct longitudinal studies on mothers\u0026apos; perspectives towards their children. Such studies will assist in the comprehension of changes and trends over time. Comparative analyses among different generations will assist in the comprehension of the distinctive characteristics and parenting styles of each generation. It is anticipated that these recommendations will facilitate the development of future studies that are based on more robust foundations and provide more comprehensive insights into mothers\u0026apos; perspectives on children.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eCompeting interests:\u0026nbsp;\u003c/strong\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability:\u0026nbsp;\u003c/strong\u003eThe datasets generated and analysed during this study are not publicly available due to ethical constraints. Participants were not asked to give consent for public data sharing at the time of collection. However, anonymised data may be made available upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical statements:\u0026nbsp;\u003c/strong\u003eThe study was conducted in accordance with the Declaration of Helsinki and approved by the scientific board of the Social and Human Sciences Ethics Committee of Ankara Yıldırım Beyazıt University (AYB\u0026Uuml;) on 17 March 2023 (Number: 2023/41).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent:\u0026nbsp;\u003c/strong\u003eThe survey data included in this study were collected face-to-face and via the online survey platform Google Forms from April 4, 2023 to July 26, 2023. Informed consent was obtained through an explanation embedded in the beginning of the survey. In the first part of each survey, participants were informed about who conducted the study, the scope of data use, the confidentiality and anonymity of the information provided, and the voluntariness of their participation. Participants were required to read this information before proceeding to the survey and continue if they approved. Therefore, the data for this study were obtained with the consent of the participants. In particular, participants were assured that their anonymity and confidentiality would be strictly protected without collecting personally identifiable information. At the same time, all participants were informed that their responses would be used only for academic purposes and that the dataset would be handled and stored by the authors without any risk. Participants were fully informed that participation was completely voluntary. Consent covers participation in the study and the use of the collected data for research purposes. In addition, this study did not include any vulnerable individuals or minors. This study did not involve any intervention and therefore posed no risk to the participants\u003c/p\u003e\n\u003cp\u003eThe interviews were conducted via online platforms (Zoom/Google Meet) between July 3-14, 2023. Participants were verbally informed before each interview. The information included the purpose of the study, voluntariness, that the interview would be recorded, anonymity and data use. Participants gave verbal consent before the interviews began. Reason for verbal consent: The interviews were conducted online and some participants encountered restrictions on signing or uploading written consent forms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by A. B. and F. E. E.. The first draft of the manuscript was written by A. B. and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAkoğlu, D., \u0026amp; Eroğlu, Ş. G. (2019). X ve Y kuşaklarının iş-yaşam dengelerinin demografik fakt\u0026ouml;rler a\u0026ccedil;ısından incelenmesi. \u003cem\u003eOsmaniye Korkut Ata \u0026Uuml;niversitesi İktisadi ve İdari Bilimler Fak\u0026uuml;ltesi Dergisi, 3\u003c/em\u003e(2), 221-243.\u003c/li\u003e\n\u003cli\u003eAlp, G. T., Tuncer, A. D., Sulaiman, S. A., \u0026amp; G\u0026uuml;ng\u0026ouml;r, A. (2019). \u0026Ccedil;alışma hayatında Y ve Z kuşağının motivasyonel farklılıkları. \u003cem\u003eProceedings on 2nd International Conference on Technology and Science\u003c/em\u003e, 803-810.\u003c/li\u003e\n\u003cli\u003eAltuntuğ, N. (2012). 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Kadınlarda \u0026ccedil;ocukluk d\u0026ouml;nemi mutluluk anıları ile ebeveynlik rollerine ilişkin kendilik algısı. \u003cem\u003eManas Sosyal Araştırmalar Dergisi,\u003c/em\u003e \u003cem\u003e7\u003c/em\u003e(1), 47-57.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Mothers\u0026apos; perceptions of motherhood across different generations\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eSacrificial and Selfless\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eMotherhood demands selflessness and compassion. (8) / Motherhood is sacrifice. (9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eLoving and Compassionate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eLove, tenderness and a sweet tiredness. (4) / Love without limits. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eResponsible and Guiding\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eThe most difficult and at the same time the most beautiful responsibility in worldly life. (3) / In a way, it is guidance and education. (9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eEmotional\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eEvery woman has someone around her who says: \u0026quot;You\u0026apos;ll understand when you become a mother\u0026quot;. This feeling that everyone says cannot be understood without experiencing it... (3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eExperiential\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eMoments spent lovingly with your child. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eSacred\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 208px;\"\u003e\n \u003cp\u003eMotherhood is a sacred duty. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003e Mothers\u0026apos; own perceptions of motherhood across different generations\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 46px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 221px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eSharing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI see myself as a sharing mother. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eSelfless\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI think I am self-sacrificing in my own way... my sacrifice knows no bounds. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eAffectionate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI believe I am loving and affectionate towards children. (9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eStruggling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI have struggled a lot as a mother. (2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eTrying to compensate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a mother who corrects mistakes; I try not to repeat the wrong experiences I had with my first child with my second. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eEmotional\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a very emotional mother. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eDiligent-Hardworking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a rather hardworking mother. (2) / I am a mother who wants to do a lot... (8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eCaring\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a mother who tries to be involved in everything with my children. (6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eTolerant-Moderate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a tolerant mother; I can take it easy, even if they say something to me. (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eInadequate-Deficient\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI am a somewhat inadequate mother. (7) / I tried to handle it this way because I couldn\u0026apos;t keep up. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003eCold\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI can be a bit dominant... boring and rule-oriented. (5) / I am a little distant from my children. (8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 75px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 221px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Mothers\u0026apos; perceptions of children\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 44px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 44px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 198px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eSociable- outgoing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eI can say that my son is sociable. (3) / My youngest son gets along with everyone. He dives into everything and talks to everyone. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eCompassionate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eMy eldest child is very compassionate and merciful. I see his compassion particularly in his interactions with the elderly and children. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eIntelligent-smart-logical\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eHe is very intelligent, clever... (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eEmotional- sensitive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003e... very emotional, very thoughtful, enjoys kissing, loving, reflecting emotions. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eCautious\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eHe is cautious, doesn\u0026apos;t go into strangers\u0026apos; laps, doesn\u0026apos;t smile until he feels safe. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eGenerous\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eMy youngest son is very generous... (10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eLoving\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eThey love to love... (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eCute- innocent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003e...cute and very innocent. (2) / Both of them are angels in my eyes. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eAdventurous\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eMy little child is very adventurous... (4) / Whereas my youngest son is hyperactive... (6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eSelf-centered\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003eMy eldest son is very selfish and self-centered... (10) / ... is a bit self-centered. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eDifficult\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003e... has a bit of a temper, gets angry quickly, and is stubborn. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003e... I have righteous, merciful, honest, giving, tolerant, and just children. (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Attitudes and behaviours that mothers wish they had done differently in the process of raising their children\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003eAnger management- sensitivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI could have been a calmer mother, more in control of my anger. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003eInteraction- socializing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI couldn\u0026apos;t sit and spend quality time holding my children as much as I would have liked. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003eIndependence- supportive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI would have liked to raise my children in a more independent family... (8) / ... if we hadn\u0026apos;t interfered and directed too much. (10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003eTolerance- flexibility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI always fed them myself so they wouldn\u0026apos;t spill and make a mess. (6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 91px;\"\u003e\n \u003cp\u003eLove and expression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003eI would have liked to kiss them a lot. I wished I had the freedom to show my love abundantly. (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Attitudes and behaviours that mothers are happy to have adopted in the process of bringing up their children\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eCommunication\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003eI always talked to them... before going out, I told them what they could take. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eBoundary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003eWe had certain boundaries regarding electronic devices, clothing, behavior, and places they could go. I am pleased with how they have been raised within these parameters. (9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eLove\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003eI always loved them, I was a giving mother. (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eConscious approach\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003eI read many books to learn pedagogical information for them, and I continue to read. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eFamily support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003e...my greatest blessing is always having the love of my mother and then of my other loved ones on us. (3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003eCare\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003eUntil my children grew up, one would feed on their father\u0026apos;s lap and the other on mine. I raised chubby, beautiful, and healthy children. (10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 39px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 44px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 212px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Special activity hours mother-child\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 41px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 240px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003eAlmost none\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 240px;\"\u003e\n \u003cp\u003eWe couldn\u0026apos;t do things together. We were always separate. (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e1-3 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 240px;\"\u003e\n \u003cp\u003eBecause I am a housewife, we don\u0026apos;t spend much time together, I can say about 3 hours. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003eAlways\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 240px;\"\u003e\n \u003cp\u003eWe were always together. There were no aunts or grandmothers nearby. (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 42px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 240px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Mother-child activities\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 46px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 254px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eChatting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eWhen they come home from school, we chat together and review the day. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eReading books-studying\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eI read them stories. We do their homework together. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003ePlaying games\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eWe play games like hide and seek, play-dough. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eGoing out, strolling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eWe used to finish our tasks and say, \u0026quot;Let\u0026apos;s go out.\u0026quot; We used to go out with the kids 1-2 days a week. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eHousehold chores\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003e...I ask them to hand me the plates and forks when emptying the machine. (4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eWorship, prayer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eDuring the day, we gather together at prayer times and pray together with the children. (9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eWatching TV and videos\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eWe watch funny videos about cats, we can watch a movie chosen by him. (8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eCare and nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003eI was washing them in the basin on winter days. (10) / ...he would say I would not eat, I would convince him as if we were playing, I would wait for him to eat. (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 46px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 254px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 8\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Mothers\u0026apos; expectations of their children\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 37px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 41px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBB-F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Discourses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003eGood character-behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003eI expect them to be considerate, ethical, sharing, and to exhibit good behavior. (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003eReligious-moral values\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003eI want them to be worthy servants of Allah. (4) / I want to raise a child suitable for the Islamic religion. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003eHappiness-health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003eI want them to be happy, peaceful, healthy in their homes and nests; I want nothing else. (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003eCommunication-visit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003eI want them to come and visit us occasionally with laughter, love, willingly, and with longing. (11)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003eIndependence-confidence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003eI am a housewife, I especially want my daughter to take her bread, work, and study. (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 37px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 41px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 45px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 217px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"10\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eNote. BB-F = Generation BB Frequency, X-F = Generation X Frequency, Y-F = Generation Y Frequency, Z-F = Generation Z Frequency. Due to rounding of decimal numbers, percentage calculations may differ from 100.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Mother, Perspective, Child, Child development, Generation","lastPublishedDoi":"10.21203/rs.3.rs-6734418/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6734418/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eGenerations consisting of individuals with a common understanding and sense of life have their own unique behaviours, and these characteristics are also reflected in their maternal roles The perspective on the child, which is shaped by various factors, affects the methods of child-rearing employed by mothers and their attitudes and behaviours towards their offspring. The aforementioned information serves as the foundation for this study, which aims to examine the perspective of BB, X, Y and Z generation mothers towards their children. The research is designed within the framework of explanatory sequential mixed design. The study group consisted of 583 mothers. In the study, mothers' perspectives on the child were evaluated quantitatively using the \"Assessment Tool of Beliefs about Children\". Subsequently, a total of 12 mothers were randomly selected from the study group, with 3 mothers from each generation. Interviews were conducted with mothers regarding their perceptions and perspectives on motherhood and childhood. The Chi-Squared Automatic Interaction Detection analysis method was employed for the quantitative analysis of the study data. Qualitative data were analysed using the content analysis method. The findings of the research indicated that mothers' perspectives on the child is generation based. This study elucidates generational differences by understanding the maternal perspectives of different generations on their children, and provides information that will contribute to the development of more conscious strategies for parenting approaches.\u003c/p\u003e","manuscriptTitle":"Investigation of mothers perspective on the child from different generations","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-10 14:46:38","doi":"10.21203/rs.3.rs-6734418/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-11T04:02:22+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-09T08:35:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"209968321066910830289412400561688982387","date":"2026-03-23T00:38:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"85779975530633828745884010014159663827","date":"2025-10-06T04:34:22+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-04T09:11:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"333990027862964664148129518782533485415","date":"2025-10-04T08:36:54+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"104028595595496266389713354383071415576","date":"2025-09-30T09:35:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"125471299708309323400622157974634846288","date":"2025-09-28T10:45:14+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-26T10:42:11+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-06-05T10:53:30+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-01T15:59:15+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-01T15:59:09+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-05-23T15:54:44+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"269b9cbc-46ec-4f9d-a1f0-9c96b5399787","owner":[],"postedDate":"October 10th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[{"id":55825919,"name":"Social science/Education"},{"id":55825920,"name":"Social science/Development studies"}],"tags":[],"updatedAt":"2026-04-11T04:09:52+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-10 14:46:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6734418","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6734418","identity":"rs-6734418","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}